Planning the Product. Journal Entries There were real challenges to producing a mapping artifact for...
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Transcript of Planning the Product. Journal Entries There were real challenges to producing a mapping artifact for...
Journal Entries There were real challenges to
producing a mapping artifact for generating/representing the two components (anticipatory set and independent practice) of the lesson plan format supported by NAU Center for Excellence in Education:
Challenges Finding ways to enable student
teachers to see the anticipatory set and independent practice components of their lesson/unit of study as integral parts and as important extensions (focal points) to student learning
Challenges Finding strategies (communication systems)
that involve student teachers in the process of brain storming for identifying questions with substance and meaning for their lessons and district/state standards:
Communicating with each other Communicating with me Communicating with cooperating
teachers Communicating with students
Challenges Finding reading materials suitable
to invoke and sustain best practices for designing learning components (opening and extending) with higher level thinking skills embedded
Artifacts of the Product Teacher survey to collect authentic data
about what is taught for a finite number of lessons (2)
5x8 cards with lesson plan data related to the survey
Student teacher journal reflecting on the process of question making within the two lesson plan components
Preliminary draft of description of units/lessons to be taught, and related district/state standards and skills
Artifacts of the Product Reading list/articles of related
materials The map – the route to higher level
thinking and transfer through questioning in anticipatory set and independent study
Timeline: February 19-March 10 Met with student teachers and cooperating
teachers Constructed and distributed a survey Prepared and distributed the reading materials Collected data and organized it for the mapping
project Discussed reading materials and looked for
reflective comments in student teacher journals
Timeline March 11 – April 2 Met with student teachers and
cooperating teachers Began process of 5x8 cards and teacher
sharing of lesson plans and units of study Coordinated state and district standards
with lesson/concept plans on 5x8 cards Began process of sharing questioning
strategies (examples of anticipatory set and independent practice questions)
Timeline April 3-23 Met with student teachers and
cooperating teachers Began process of identifying structure
and contents of the map Began production of the map Prepared map for presentation to
student teachers, principals, cooperating teachers and ETC 567 cohorts
Objectives for this Mapping Project (Meaningful Product): What is the purpose of anticipatory set
and independent practice in learning? What are the techniques used to
identify anticipatory sets and independent practice questions?
What are some examples of anticipatory set and independent practice questions?
Sharing the Meaningful Product:The Map
“Mapping” is a technique for recording time on task data and then analyzing [and sharing] this data to determine the fit to curriculum and assessment” (English, 1983, p13).
The Map The key element in this map is the
essential anticipatory question that guides the lesson from beginning to end. The essential question is a conceptual commitment – the focus for learning.
The Map Dialoguing within essential
questions is the key to this anticipatory set and independent practice map. It/they are tied directly to the objective/standard. Questions can/should act as a substitute for the objective
Criteria for Writing Questions as Anticipatory
Set and Independent Practice in Lieu of
Objectives: The student must be able to
understand the question Each question should be distinct
and substantial and not repetitious The sequence of the questions
should be logical The questions should be posted in
the classroom
Points to Consider when Mapping Anticipatory Set Use interest,novelty and vividness but
don’t distract form the planned and expected learning
Generate questions/anticipatory set that focus students on the learning, give students some practice that will help them learn the objective/standard and give some idea about the student’s entry level knowledge
Points to Consider when Mapping Anticipatory Set
Remember that “beginning time” is prime time. Don’t use prime time for anything but content, objective/standard and review that is directly related to the immediate lesson.
Points to Consider when Mapping Anticipatory Set
Anticipatory set takes the students’ minds off other things and focuses their attention on immediate content (mental versus physical transition time).
Points to Consider when Mapping Independent
Practice Identify independent practice
questions and activities that promote retention and transfer of knowledge
Create independent practice questions and activities that foster creativity, problem solving skills and independent decision making
Points to Consider when Mapping Independent Practice Well-developed independent
practice tasks can shorten the time it takes to acquire new learning (positive transfer occurs when old learning accelerates the acquisition of new learning). Use phrases like “Can you imagine?” or “Can you figure out?”
Points to Consider when Mapping Independent Practice A good independent practice task
is one of identifying the taught attribute in a new situation, NOT of finding/discovering critical attributes independently.
Example Generated by a Student Teacher (1st Grade) Standard 1M-F6 P02: Add and subtract
money up to $5.00 Standard 1M-F1 P04: Use technology to
solve problems containing larger numbers Standard 6M-F1 P01: Formulate
mathematical problems from everyday situations
Standard 1M-F3 P08: Apply mathematical operations in everyday situations
Example Generated by a Student Teacher (1st Grade) Anticipatory set: how much does
lunch cost? What coins can we use to get to $1.00? What coins and/or bills can we use to get to $5.00?
Example Generated by a Student Teacher (1st Grade) Independent practice: How do we
know what food costs in a restaurant? We can develop and design a menu for a restaurant. Each item must be marked with a price under $5.00. You must decide what coins/bills you will use to pay for the items. You may use a calculator.
ANTICIPATORY SET & INDEPENDENT PRACTICE MAP
Month____________ Grade_____________
Unit Title or Theme
Standard/objective #1 Standard/objective #2
Objective as anticipatory set:Essential question #2
Objective as anticipatory set:Essential question #1