Centennial Public Schools Instructional Implementation
description
Transcript of Centennial Public Schools Instructional Implementation
![Page 1: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/1.jpg)
Centennial Public Schools Instructional Implementation
Toby BossJill Johnson
Lenny VerMaasESU 6
![Page 2: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/2.jpg)
Learning Goals and FeedbackRules and Procedures
INVOLVES ROUTINES
ENACTED ON THE SPOT
Student Engagement
High Expectations
T
each
er/S
tude
nt R
elati
onsh
ips Adherence to Rules and Procedures
Generating/ Testing
Hypotheses
Practicing and
Deepening
Interacting With New Knowledge
ADDRESSES CONTENT IN SPECIFIC WAYS
![Page 3: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/3.jpg)
Generating/ Testing
Hypotheses
Practicing and
Deepening
Interacting with New
Knowledge
The Art and Science of Teaching
Content Segments
ADDRESSES CONTENT IN SPECIFIC WAYS
3
![Page 4: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/4.jpg)
Content Segments
• Interact with new knowledge• Practice and deepen content• Generate and test hypothesis
![Page 5: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/5.jpg)
Learning Goals and FeedbackRules and Procedures
INVOLVES ROUTINES
Interacting with New
Knowledge
The Art and Science of Teaching
ADDRESSES CONTENT IN SPECIFIC WAYS
![Page 6: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/6.jpg)
If the segment involves new knowledge what do you expect to see?
Previewing activities Identify critical information Info presented in small chunks Students processing each chunk in small groups Students summarizing and taking notes after
content has been introduced Students reflecting on their learning
![Page 7: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/7.jpg)
A Memory Task
• I am going to quickly read a list of 10 things you might find in your desk.
• After I have read the list you will write down as many of the items as you can.
![Page 8: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/8.jpg)
• Paper clips• Stapler• Marker• Sticky notes• Notepad• Pencil• Ruler• Calculator• White out• Glue
![Page 9: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/9.jpg)
Some ideas for chunking…
• King of Queens• ABCs
![Page 10: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/10.jpg)
Chunking helps us remember…• Pythagorean Theorem
– a2+b2=c2
– Right triangles, hypotenuse, legs, square roots, exponents
• Color wheel– Primary, secondary, and tertiary colors– Mixing techniques
• Other ways we naturally chunk information to assist in remembering
– 402-761-3341– License plates– Social security numbers
![Page 11: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/11.jpg)
Primacy–Recency Effect
During a learning episode we remember best that which comes first, second best that which comes last, and least that which comes just past the middle.
What does this look like in your classroom?
![Page 12: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/12.jpg)
Primacy-Recency(Sousa, How the Brain Learns, 2007, p. 90)
![Page 13: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/13.jpg)
Amount of Prime Learning Time
• 20 minute episode– 18 prime time (90%), 2 down time
• 40 minute episode– 30 prime time (75%), 10 down time
• 80 minute episode– 50 minute time (62%), 30 down time
![Page 14: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/14.jpg)
The Importance of Processing Time
• The brain needs time to create connections and pathways to create long term memories.
• The hippocampus can only hold so much • Example of glass of water.• Too much, to fast, it won’t Last.• 10-2 or 5-1 rule
![Page 15: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/15.jpg)
So why is it necessary to change up instruction?
As your brain gets numb-er Your brain gets dumber
![Page 16: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/16.jpg)
Changing STATES
Change up instruction 5-10 min. for pre-adolescents, and
Every 10-20 minutes for adolescents into adults.
![Page 17: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/17.jpg)
Thinking About It
• Why would you want to change states when you finally have students quiet, sitting in their seats, and looking like they are listening to you?
• Because the brain needs a chance to refocus and start again.
• When you stand up blood flow to the brain increases.
![Page 18: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/18.jpg)
Reflection
• How will you chunk the new content? At what strategic points will you stop for processing? Consider:
• Primacy-Recency• 10-2-5-1
• What will you use to help students process new information?
![Page 19: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/19.jpg)
Processing
• Think – pair-share• Elbow partner• Close partner• Summarize in own words• Interaction sequence• Other ideas?
![Page 20: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/20.jpg)
Resources
• http://marzanoresearch.com/site• http://esu6mrl.wikispaces.com• http://esu6craftknowledge.wikispaces.com• ESU 6 YouTube:
http://www.youtube.com/user/esu6pd
![Page 21: Centennial Public Schools Instructional Implementation](https://reader035.fdocuments.us/reader035/viewer/2022062410/56815b4a550346895dc92acc/html5/thumbnails/21.jpg)
Next Steps
• October 21 – Chapter 3 in BART• Challenge:
– Work on new ways to have students interact with new content.
• Post ideas with the Centennial Community