AB 2913 - SDAIE for Secondary Teachers Day 3 Adapted from Dr. Anita Hernández By Jeffery Heil and Sally Fox

AB 2913 - SDAIE for Secondary Teachers

Day 3

Adapted from Dr. Anita Hernández

By Jeffery Heil and Sally Fox

AB 2913 - SDAIE for Secondary Teachers

Day 3New signal word - teams nominateTeams create a poster on SDAIE lesson design (PIE) and the Six Instructional Scaffolds (How do you remember them?)Share out and review!!

Review: Six Elements of Scaffolding

Modeling: – Clarifies procedure through direct experience– Provides concrete examples of what a

student’s finished product may look like– Appropriate language and discourse

Some TASKS– Lecture: 10/2 model


Bridging: – Provides a personal connection between the

learner and the theme of the class– Taps into students’ prior knowledge

relevant to the class theme Some TASKS

– Questions: Think-Pair-Share, Three-Step Interview

– Quickwrites: Anticipatory Charts, novel ideas, brainstorming


Contextualization: – Creates a clear experiential environment that

familiarizes new, unknown concepts and throws light on them

Some TASKS– Manipulatives, video clips (with or w/o sound),

handling objects, listening to music– Oral Development jigsaw: 4 pictures of

fisherman, amoeba


Schema Building: – Helps students establish the connections that exist

between and across concepts that may otherwise appear unrelated

– Helps students gain perspective with regards to where ideas fit in the larger scheme of things

Some TASKS– Compare/Contrast matrix, advanced organizers,

SQ3R, Story Graph to help skim

– Concept Review Jigsaw, Jigsaw project (4 immigrant stories)


Metacognitive Development: – Supports students’ internalization of strategies

through a conscious focus on the implementation of plans of attack

– Fosters student autonomy through self-monitoring and self-assessment

Some TASKS– Reciprocal Teaching (Qs, Predict, Summarize,

Clarify), – Think Aloud, self-assessment tasks


Text Re-presentation: – Invites students to extend their

understanding and apply it in novel formats Some TASKS

– Post cards (write home about what you’re learning), collaborative poster w/quotes and rubric, story boards

– Collaborative dialogue writing, oral language development jigsaw, eye-witness accounts.

Review: Sequence of Tasks & Elements of Scaffolding

Sequence of Tasks

Preparing the Learner

Interacting with Text

Extending Understanding

Elements of Scaffolding (the most common, not definitive!)

Bridging, modeling, contextualization

Metacognitive development, schema building, contextualization

Text re-presentation, contextualization

Review: Sequence of Tasks &Elements of Scaffolding

Digesting the PIE Let’s review the sequence of tasks for:

– The Circuit– Fieldwork

Sequence of TasksSocial Science

We are going to begin with a compare and contrast matrix.

This is something that can be used in many contexts. It is an excellent activity for schema building.

We are going to compare fieldwork in California in the 1950s to factory work in England in the late 18th/early 19th centuries


Has anyone worked in a field before or worked on a farm/agricultural work?

In pairs, or small group, discuss/interview each other about the experience.

Use your personal experience to fill in the left column of the matrix (if you have no experience, refer to the stories we read)


Compare and Contrast Matrix

Field Work in CA - 1950-1960

Factory Work in Leeds, England - 1780 to 1900

When did work start and stop? (hours, seasons)

What tools were used? Describe work/conditions

What could be bought with the wages earned?

Personal observations or interesting facts


Now, let’s learn about the Industrial Revolution.

Page 17 of part 2 of the handout packet: “The Factory: One of the Greatest”

Notice the girls in the picture, page 17B Describe (but don’t read) the pictures:

– Domestic System– First Factories (break time)– Factory Work (inside)


Let’s look at the “Regulations” With a partner (A & B) you are going to practice

Reciprocal Teaching: Summarizing A reads, B listens, A summarizes, and B agrees or disagrees with evidence; switch roles for next paragraph:– What is the paragraph about? What is the topic or

theme?– What is the most important idea?

Next, fill out the right column of the compare and contrast matrix


What would be some things we could do with this matrix?

Yes, we will use it to write a compare and contrast essay!! Why? Because it is an information, idea, and word bank… a pre-write, of course!

Where will we get the information for the topic sentence? Where will we get ideas for the supporting sentences?

Where would the ideas for succeeding paragraphs come from?

See “Formula Writing” at www.centerforlearning.org


In your teams/table groups: Finish reading The Domestic System, The First

Factories, and Factory Work. Using the text, write a collaborative dialogue:

– 50% from the text– 50% creatively added details from your prior

knowledge or a creative muse


Collaborative Dialogue (50-50 this time) The First Factories

– Mr. Arkwright talking to his wife about how to entice workers to stay and work in the factory.

The Domestic System– The whole family taking part in the cotton-

making process. Factory Work/First Factories

– Arkwright talking with his partner Jedediah Strutt about the misbehavior of young workers.

Choral Reading of the dialogue

Sequence of TasksHow many did we model?

C & C Matrix-Left Column

Describing Pictures Reciprocal Teaching

– Summarizing C & C Matrix-Right

Column

Compare and Contrast Essay

Collaborative Dialogue (50/50)

Choral Reading of Dialogue

Can you fit them into the P-I-E?

Preparing the Learner

Tasks

1. C&C Matrix-Left

2. Describing Pictures

Scaffolds Schema-Building (no

experience) Bridging (experience)

Contextualization

Interacting With Text

Tasks3. Reciprocal teaching

4. C&C matrix-right column

Scaffold Metacognitive

development Schema building

(metacognitive development, too)

Extending Understanding

Tasks5. Compare & contrast

essay

6. Collaborative Dialogue (50/50)

7. Choral reading

Scaffolds Text re-presentation

(metacognitive devel-opment, schema building)

Text re-presentation

Text re-presentation, modeling

Task Analysis

What tasks have we modeled so far?? We will put them on chart paper and

display them on the wall Remember, you are responsible for

analyzing 12-15 tasks for your portfolio

You have some sample task analysis charts in the handout packet, part 3

Task Analysis

The table can easily be recreated using the tables feature of Microsoft Word

Task How does it support students’ building of their understanding (approx 3 ideas per task)

Other Advantages (affective domain - 3 items)

Things to Watch for?

How can I apply it in my class? (can you use as is or modified?)

Reflection

Did any of our activities today remind you of successful learning experiences you have had?

Which strategies will you try in the next couple of weeks in your classroom?

Has the cumulative SDAIE training thus far rekindled interest in pedagogical approaches you may have used in the past or affirmed ones you currently use?

Documents

AB 2913 - SDAIE for Secondary Teachers Day 3 Adapted from Dr. Anita Hernández By Jeffery Heil and Sally Fox