Section III: Introduction Lesson Delivery that Enhances Learning.
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Transcript of Section III: Introduction Lesson Delivery that Enhances Learning.
Section III:Introduction
Lesson Delivery that Enhances Learning
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Pretest-insertrank orderfrom list below:DiscussionAuditory/VisualDemonstrationReading to ThemTeaching OthersPractice by DoingLecture
Triangle of Learning
Retentionof Learning
Rates
What This All Means
The Most-Effective Teacher Teaches Well-Structured Tasks
Adequate Yearly Progress Occurs When
There is focus on improving, monitoring, and providing corrective feedback on instruction
“Build It and They Will Come”
Achievement will follow
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Most-Effective Teachers
Present smaller amountsof material at any time
Guide student practice as students worked problems
Provide for student processing of the new material
Check the understanding of all students Attempt to prevent students from
developing misconceptions
Review First
Review homework and any relevant previous learning
Review prerequisite skills and knowledge for the lesson
What Does The Well-Structured Lesson Look Like?
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Beginning: The Presentation
State lesson goals or provide outline Present new material in small steps Model procedures Provide examples and non-examples Use clear language Avoid digressions Check for student understanding
Teaching Well-Structured Tasks
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Middle: Focus on Guided Practice
Spend more time on guided practice High frequency of questions All students respond (to you, to each other)
and receive feedback High success rate Continue practice until students are fluent
Teaching Well-Structured Tasks
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Teaching Well-Structured Tasks
Middle: Corrections and Feedback
Provide process feedback when answers are correct but hesitant
Provide sustaining feedback, clues, or reteaching when answers are incorrect
Reteach material when necessary
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
End: Independent Practice
Students receive overview and/or help during initial steps
Practice continues until students are automatic (where relevant)
Teacher provides active supervision (where possible)
Routines are used to provide help for slower students
Daily, weekly and monthly reviews
Teaching Well-Structured Tasks
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
More Time: preview, review, elaborate, another way, etc.
More Intensity: smaller group allows more focus, more student responding/engagement
More Feedback: teacher is able to target instruction, “dial in” specific needs, prompt elaboration, provide alternate examples, etc.
** this can only be done 1-1 or in small homogenous groups**
What works with struggling students?
Adapted from Dr. Kevin Feldman, 12/01 inservice
What We Thought:
Adapted from Dr. Kevin Feldman, 12/01 inservice
Effective Reading Instruction for Struggling Kids
Student with reading difficulties require
qualitatively different reading instruction
(e.g. reading styles, perceptual training,
colored lens, etc.)
What We Now Know:
National Reading Council
Effective Reading Instruction for Struggling Kids
Struggling readers are far more successful when carefully taught the same fundamental reading skills all readers must learn BUT with: more instructional time more precisely sequenced instruction more coaching & practice more explicit/direct instruction more careful progress monitoring/program
adjustment
2002 Reading/Language Arts/
English Language Development Adoption*** [The State Board of Education adopted the Curriculum Commission’s recommendations on January 9, 2002.]
These Programs Are Adopted
Program Type
Grade Levels
Publisher
Program Name
Basic (w/ELD included)* K-6 Houghton Mifflin Company** Houghton Mifflin Reading: A Legacy of
Literacy Basic (w/ELD included)* K-6 SRA/McGraw-Hill** SRA/Open Court Reading Basic (w/ELD included)* 6-8 Glencoe/McGraw-Hill The Reader’s Choice Basic (w/ELD included)* 6-8 Holt, Rinehart and Winston Literature and Language Arts Basic (w/ELD included)* 6-8 McDougal Littell McDougal Littell Reading & Language Arts
Program Basic (w/ELD included)* 6-8 Prentice Hall Prentice Hall Literature: Timeless Voices,
Timeless Themes Reading Intervention (2 or more grade levels below grade)
4-8 Glencoe/McGraw-Hill (Sopris West)
Language! A Literacy Intervention Curriculum
Reading Intervention (2 or more grade levels below grade)
4-8 Hampton Brown High Point
Reading Intervention (2 or more grade levels below grade)
4-8 Scholastic READ 180
Reading Intervention (2 or more grade levels below grade)
4-8 SRA/McGraw-Hill SRA/Reach Program
Reading Intervention (2 or more grade levels below grade)
4-8 Wright Group/McGraw-Hill Fast Track Reading Program
Reading Intervention for English Learners 4-8 Hampton Brown High Point *All basic programs are required to incorporate an English Language Development component. **It is anticipated that the publishers of the two K-6 Basic Programs will be submitting a Spanish Language alternative format of their State Board approved program(s). ***It is anticipated that a follow-up adoption will occur sometime between 2003-2005. Additional copies will become available at that time. If you need additional information, please contact Jean James at (916) 657-3445 or Kenneth McDonald at (916 ) 653-6595.
Section III.
Lesson Delivery that Enhances Learning
Topic A: The Lesson Organizer Routine Topic B: Lessons that Work Topic C: Small Group Management Topic D: Simple Teaching and Structuring
Techniques Topic E: Co-Teaching and Collaborating
Section III:
Lesson Delivery that Enhances Learning
Topic A: The Lesson Organizer Routine
The Lesson Organizer Routine
Part of:
The Content Enhancement Series
Presented with permission from:The University of Kansas
Center for Research on LearningLawrence, Kansas
For training in this process by California staff,
contact www.uk.crl.edu
Content Enhancement
A way of teaching an academically diverse group of students in which:
Both group and individual needs are valued and met;
The integrity of the content is maintained;
For training in this process by California staff, contact www.uk.crl.edu
Content Enhancement
A way of teaching an academically diverse group of students in which:
Critical features of the content are selected and transformed in a manner that promotes student learning; and
Instruction is carried out in a partnership with students.
For training in this process by California staff, contact www.uk.crl.edu
Some Guidebooks in the Content Enhancement Series
Routines for planning and leading learning
Course Organizer Routine
Unit Organizer Routine
Lesson Organizer Routine
For training in this process by California staff, contact www.uk.crl.edu
Other Guidebooks in the Content Enhancement Series
Routines for explaining text, topics, and details
Clarifying Routine
Framing Routine
Survey Routine
For training in this process by California staff, contact www.uk.crl.edu
Other Guidebooks in the Content Enhancement Series
Routines for teaching concepts
Concept Anchoring Routine
Concept Comparison Routine
Concept Mastery Routine
For training in this process by California staff, contact www.uk.crl.edu
Other Guidebooks in the Content Enhancement Series
Routines for increasing performance
Quality Assignment Routine
Question Exploration Routine
Recall Enhancement Routine
Vocabulary LINCing Routine
For training in this process by California staff, contact www.uk.crl.edu
Purpose
The Lesson Organizer Routine helps students to:
Consolidate the main idea of the content into a paraphrase.
See how the various parts of the content fit together.
Relate the content to their background knowledge.
For training in this process by California staff, contact www.uk.crl.edu
Purpose
The Lesson Organizer Routine helps students to: Focus attention on important
relationships in the content. Remember important strategies
needed for learning. Record a way to organize information
for later studying and use. Approach the lesson with a purpose.
For training in this process by California staff, contact www.uk.crl.edu
Supporting Research
The Lesson Organizer Routine was studied in secondary content-area classes (grades 7-12) characterized by diversity.
In each study, teachers learned the Lesson Organizer Routine easily and student learning gains were observed by both teachers and researchers.
For training in this process by California staff, contact www.uk.crl.edu
Supporting Research
In each study, students gained an average of at
least 10 to 20 percentage points on tests or
tasks that required students to demonstrate
learning. Teachers continued using the routine
after the studies were completed.
For training in this process by California staff, contact www.uk.crl.edu
Supporting Research
These results were achieved when teachers: received 2-3 hours of instruction in the routine had opportunities to discuss the routine with
colleagues spent the necessary time to plan and use the
routine for more inclusive teaching taught students how to participate in and use
the routine used the routine regularly over time
For training in this process by California staff, contact www.uk.crl.edu
Supporting Research
In general, the greatest gains were seen in
classes where teachers had the highest
expectations for student learning and were
consistent in their use of the routine over time.
For training in this process by California staff, contact www.uk.crl.edu
Components of The Lesson Organizer Routine
The
Lesson OrganizerTeaching Device
The
CRADLELinking Steps
The
Cue-Do-ReviewSequence
For training in this process by California staff, contact www.uk.crl.edu
The Lesson Organizer Teaching Device
Is a visual device that: is used under teacher guidance focuses attention on critical outcomes identifies critical content features prompts elaboration on critical points helps make relationships concrete
For training in this process by California staff, contact www.uk.crl.edu
The Lesson Organizer Teaching Device
Is a visual device that: is designed to enhance student…
...organization ...understanding ...remembering ...responses ...belief in the value of the content
For training in this process by California staff, contact www.uk.crl.edu
NAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related StrategiesLESSON TOPIC
is about
The Teaching Device: The Lesson Organizer
Challenge Question
Lesson Map
4
2 1 3
5
6
7 8
Ms. Mendez11/21
The Teaching Device: The Lesson OrganizerNAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related StrategiesLESSON TOPIC
is about
Areas of the U.S. Leaders across the U.S.
PoliticalDifferences
SocialDifferences
and included and included and included
Economic Differences
conflicting interests in the way people made a living. . . . .
between....
the
the
and the
North
South
West
What are the types of economic differences that appear between groups of people in a community? Can tension exist?
1. What were the economic characteristics of the three sections?2. How did the economic similarities and differences fuel the fires of war?
1.First half of class, discuss as group the economic differences.2. Second half of class, work in groups to answer the challenge question on page 213 of the text.
compare / contrast self-questioning
EconomicDifferences
Challenge Question
was influenced byemerged because of
Differences between the areas Events in the U.S.
was based on became greater with
31
4
2
5 Lesson Map
6
7 8
Causes of the Civil War(sectionalism)
Ms. Mendez11/21
The Teaching Device: The Lesson OrganizerNAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related StrategiesLESSON TOPIC
is about
Areas of the U.S. Leaders across the U.S.
PoliticalDifferences
SocialDifferences
and included and included and included
Economic Differences
conflicting interests in the way people made a living. . . . . between....
the
the
and the
North
South
West
What are the types of economic differences that appear between groups of people in a community? Can tension exist?
1. What were the economic characteristics of the three sections?2. How did the economic similarities and differences fuel the fires of war?
1.First half of class, discuss as group the economic differences.2. Second half of class, work in groups to answer the challenge question on page 213 of the text.
compare / contrast self-questioning
EconomicDifferences
Challenge Question
was influenced byemerged because of
Differences between the areas Events in the U.S.
was based on became greater with
31
4
2
5 Lesson Map
6
7 8
Causes of the Civil War(sectionalism)
The Lesson Topic
This information helps students focus on the main idea of the lesson. It is usually one or two words long.
Ms. Mendez11/21
The Teaching Device: The Lesson OrganizerNAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related StrategiesLESSON TOPIC
is about
Areas of the U.S. Leaders across the U.S.
PoliticalDifferences
SocialDifferences
and included and included and included
Economic Differences
conflicting interests in the way people made a living. . . . .
between....
the
the
and the
North
South
West
What are the types of economic differences that appear between groups of people in a community? Can tension exist?
1. What were the economic characteristics of the three sections?2. How did the economic similarities and differences fuel the fires of war?
1.First half of class, discuss as group the economic differences.2. Second half of class, work in groups to answer the challenge question on page 213 of the text.
compare / contrast self-questioning
EconomicDifferences
Challenge Question
was influenced byemerged because of
Differences between the areas Events in the U.S.
was based on became greater with
31
4
2
5 Lesson Map
6
7 8
Causes of the Civil War(sectionalism)
Relationships
This information identifies the most important relationships to look for in the content of the lesson.
Ms. Mendez11/21
The Teaching Device: The Lesson OrganizerNAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related StrategiesLESSON TOPIC
is about
Areas of the U.S. Leaders across the U.S.
PoliticalDifferences
SocialDifferences
and included and included and included
Economic Differences
conflicting interests in the way people made a living. . . . .
between....
the
the
and the
North
South
West
What are the types of economic differences that appear between groups of people in a community? Can tension exist?
1. What were the economic characteristics of the three sections?2. How did the economic similarities and differences fuel the fires of war?
1.First half of class, discuss as group the economic differences.2. Second half of class, work in groups to answer the challenge question on page 213 of the text.
compare / contrast self-questioning
EconomicDifferences
Challenge Question
was influenced byemerged because of
Differences between the areas Events in the U.S.
was based on became greater with
31
4
2
5 Lesson Map
6
7 8
Causes of the Civil War(sectionalism)
Task-Related Strategies
This information identifies the strategies that students might use to gain, store, or express information and work efficiently to achieve the goals of the lesson.
Ms. Mendez11/21
The Teaching Device: The Lesson OrganizerNAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related StrategiesLESSON TOPIC
is about
Areas of the U.S. Leaders across the U.S.
PoliticalDifferences
SocialDifferences
and included and included and included
Economic Differences
conflicting interests in the way people made a living. . . . .
between....
the
the
and the
North
South
West
What are the types of economic differences that appear between groups of people in a community? Can tension exist?
1. What were the economic characteristics of the three sections?2. How did the economic similarities and differences fuel the fires of war?
1.First half of class, discuss as group the economic differences.2. Second half of class, work in groups to answer the challenge question on page 213 of the text.
compare / contrast self-questioning
EconomicDifferences
Challenge Question
was influenced byemerged because of
Differences between the areas Events in the U.S.
was based on became greater with
31
4
2
5 Lesson Map
6
7 8
Causes of the Civil War(sectionalism)
The Unit or Background
This information shows graphically how the lesson is related to the unit in which it is embedded.
Ms. Mendez11/21
The Teaching Device: The Lesson OrganizerNAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related StrategiesLESSON TOPIC
is about
Areas of the U.S. Leaders across the U.S.
PoliticalDifferences
SocialDifferences
and included and included and included
Economic Differences
conflicting interests in the way people made a living. . . . .
between....
the
the
and the
North
South
West
What are the types of economic differences that appear between groups of people in a community? Can tension exist?
1. What were the economic characteristics of the three sections?2. How did the economic similarities and differences fuel the fires of war?
1.First half of class, discuss as group the economic differences.2. Second half of class, work in groups to answer the challenge question on page 213 of the text.
compare / contrast self-questioning
EconomicDifferences
Challenge Question
was influenced byemerged because of
Differences between the areas Events in the U.S.
was based on became greater with
31
4
2
5 Lesson Map
6
7 8
Causes of the Civil War(sectionalism)
The Lesson Map includes a paraphrase of the topic and shows the lesson content is to be organized. Key words and relationships are included.
The Lesson Map
Ms. Mendez11/21
The Teaching Device: The Lesson OrganizerNAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related StrategiesLESSON TOPIC
is about
Areas of the U.S. Leaders across the U.S.
PoliticalDifferences
SocialDifferences
and included and included and included
Economic Differences
conflicting interests in the way people made a living. . . . .
between....
the
the
and the
North
South
West
What are the types of economic differences that appear between groups of people in a community? Can tension exist?
1. What were the economic characteristics of the three sections?2. How did the economic similarities and differences fuel the fires of war?
1.First half of class, discuss as group the economic differences.2. Second half of class, work in groups to answer the challenge question on page 213 of the text.
compare / contrast self-questioning
EconomicDifferences
Challenge Question
was influenced byemerged because of
Differences between the areas Events in the U.S.
was based on became greater with
31
4
2
5 Lesson Map
6
7 8
Causes of the Civil War(sectionalism)
The Challenge Question
This area presents a question to spark discussion and help students relate to the lesson's content.
Ms. Mendez11/21
The Teaching Device: The Lesson OrganizerNAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related StrategiesLESSON TOPIC
is about
Areas of the U.S. Leaders across the U.S.
PoliticalDifferences
SocialDifferences
and included and included and included
Economic Differences
conflicting interests in the way people made a living. . . . .
between....
the
the
and the
North
South
West
What are the types of economic differences that appear between groups of people in a community? Can tension exist?
1. What were the economic characteristics of the three sections?2. How did the economic similarities and differences fuel the fires of war?
1.First half of class, discuss as group the economic differences.2. Second half of class, work in groups to answer the challenge question on page 213 of the text.
compare / contrast self-questioning
EconomicDifferences
Challenge Question
was influenced byemerged because of
Differences between the areas Events in the U.S.
was based on became greater with
31
4
2
5 Lesson Map
6
7 8
Causes of the Civil War(sectionalism)
Self-Test Questions
This information provides students with questions they can ask themselves to review the content of the lesson. The questions require the student to think about important relationships in the content.
Ms. Mendez11/21
The Teaching Device: The Lesson OrganizerNAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related StrategiesLESSON TOPIC
is about
Areas of the U.S. Leaders across the U.S.
PoliticalDifferences
SocialDifferences
and included and included and included
Economic Differences
conflicting interests in the way people made a living. . . . .
between....
the
the
and the
North
South
West
What are the types of economic differences that appear between groups of people in a community? Can tension exist?
1. What were the economic characteristics of the three sections?2. How did the economic similarities and differences fuel the fires of war?
1.First half of class, discuss as group the economic differences.2. Second half of class, work in groups to answer the challenge question on page 213 of the text.
compare / contrast self-questioning
EconomicDifferences
Challenge Question
was influenced byemerged because of
Differences between the areas Events in the U.S.
was based on became greater with
31
4
2
5 Lesson Map
6
7 8
Causes of the Civil War(sectionalism)
Tasks
This information summarizes the required tasks, expectations, or assignments associated with the lessons.
The Cue-Do-Review SequenceThe overall instructional process that guides use of the
Lesson Organizer and CRADLE Linking Steps.
This instructional process involves:
CUE The teacher announces the Lesson
Organizer and explains its use.
For training in this process by California staff, contact www.uk.crl.edu
The Cue-Do-Review Sequence
The overall instructional process that guides use of the Lesson Organizer and CRADLE Linking Steps.
This instructional process involves:
DO The teacher and class collaboratively
construct the device using the CRADLE Linking Steps that “connect” the content to the needs and goals of students.
For training in this process by California staff, contact www.uk.crl.edu
The Cue-Do-Review Sequence
The overall instructional process that guides use of the
Lesson Organizer and CRADLE Linking Steps.
This instructional process involves:
REVIEW Information presented in the Lesson
Organizer is reviewed and confirmed.
For training in this process by California staff, contact www.uk.crl.edu
"Get Ready?"
Decide when to use the routine.
Collect needed materials.
Construct a draft.
A. Specify and name the lesson topic.
B. Identify and map unit or background
knowledge.
For training in this process by California staff, contact www.uk.crl.edu
"Get Ready?"C. Identify and map critical lesson content and
relationships. keep it simple place line labels place relationship labels
D. Specify important relationships.
E. Generate critical self-test questions.
F. Generate learning tasks and assignments.
G. Specify task-related strategies.
For training in this process by California staff, contact www.uk.crl.edu
"Get Ready?"
Decide when to use the routine.
Collect needed materials.
Construct a draft.
Construct verbal components
Select implementation option
For training in this process by California staff, contact www.uk.crl.edu
Lesson Organizer Implementation Options
Option 1 Blank forms displayed on an overhead or
chalkboard Lesson framework is built from scratch Students construct their own organizer on
blank paper
Option 2 Blank forms distributed to students Teacher guides the class using a Lesson
Organizer form on an overhead or chalkboard
For training in this process by California staff, contact www.uk.crl.edu
Lesson Organizer Implementation Options
Option 3 Partially completed forms distributed to
students Teacher and students add information
Option 4
For a larger amount or complex information: Fully constructed form distributed to students Notes added Questions discussed
For training in this process by California staff, contact www.uk.crl.edu
"Get Set!"
Choose lesson material.
Introduce the Lesson Organizers.
Describe how you will Cue the Lesson
Organizer.
Describe how you will Do the routine.
Explain how you will Review the information.
Debrief.
For training in this process by California staff, contact www.uk.crl.edu
NAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related StrategiesLESSON TOPIC
is about
The Teaching Device: The Lesson Organizer
Challenge Question
Lesson Map
4
2 1 3
5
6
7 8
Cooperative Learning Group Work
Share Ideas Exercise Self-Control
Exercise Self-Control
keeping your cool when you are told that you have done something wrong
There are
Rules for
Do you ever get angry with others when you are working in your cooperative learning group?
1.How do your nonverbal signals affect how others react toyou?
2.What are the rules to remember when exercising self-control3. What are the steps to the Exercise Self-Control Skill??
1.Demonstrate how to exercise self-control as you work in Cooperative Learning Groups..2.Audiotape your group work and turn it in before you
leave.
sequencing/cause and effect visual imagery
Mr. Darters3/10/93
Offer HelpRecommend Changes
requires that you . . .
Compliment Others
There are There are
There are
Conditions for when to Nonverbal skills for Exercising Self-Control
Skill Steps for Exercising Self-Control
Exercising Self-Control
Exercising Self-Control
"Go!"
Use the routine explicitly.
Build lessons around organizers.
Close lessons with organizers
Evaluate your use of the routine.
Be creative.
Beware of the “pitfalls.”
NAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related StrategiesLESSON TOPIC
is about
The Teaching Device: The Lesson Organizer
Challenge Question
Lesson Map
4
2 1 3
5
6
7 8
NAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related StrategiesLESSON TOPIC
is about
The Teaching Device: The Lesson Organizer
Challenge Question
Lesson Map
4
2 1 3
5
6
7 8
Indirect democracy - USA
National government
Legislative Branch
Congress - the part of government that makes the laws andincludes
The House of Representatives
Getting laws passed in Congress is like having to ask both your science teacher and the history teacher if you can go on the pep club field trip.
1.How are the House and the Senate alike and how are they different?
1.Take notes on the characteristics and responsibilities.2.Read pages 45-48 in the textbook.3. Turn in Lesson Organizer for grading.
compare and contrast self-questioning
Mr. Stamp9/29
The Senate
Characteristics Responsibilities Characteristics
includes
Responsibilities
State government
an Executive Branch
a Judicial Branch
a Legislative Branch
where political power is entrusted to representatives and responsibility is shared (called FEDERALISM) by the
made of
NAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related StrategiesLESSON TOPIC
is about
The Teaching Device: The Lesson Organizer
Challenge Question
Lesson Map
4
2 1 3
5
6
7 8
birds
the vertebrate that is built for flight and
how it
In what ways are birds like airplanes?
1.How have birds adapted for flight?2. How are birds important to the environment?
1.Read pages 520-526 for tomorrow.2. Complete model of a fertilized bird's egg.3. Each person needs to turn in the answer to questions number 5 on page 218 after Cooperative Study Group work.
analogical self-questioning
Ms. Chavez3/10
evolved flight structures life activities
its
importance
VertebratesInclude
fishes amphibians reptiles birds mammals
orders and origins
itsits
its
NAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related StrategiesLESSON TOPIC
is about
The Teaching Device: The Lesson Organizer
Challenge Question
Lesson Map
4
2 1 3
5
6
7 8
decimals and Percents
how to describe parts of something in different ways
by
How can a father, a brother, an uncle, and a grandfather be described as one person?
1.How do you change a percent to a decimal?2. How do you change a decimal to a percent?3. How do you change a fraction to a percent?4. How do you change a decimal to a fraction?5. How do you change a a percent to a fraction?
1. Complete the problems on page 169 in the text.
2. In your math notebook, explain each step of the process that you used in order to complete problem 8 on page 169.
sequence dividing and paraphrasing
Mr. Washington11/15
Working with Decimals
and
and
word names rounding fractions percents
changing percents to decimals
changing decimals to percents
changing percents to fractions to decimals
and visa versa
NAME: DATE:
Self-test Questions Tasks
Lesson Organizer UNIT or BACKGROUND
Relationships Task-Related StrategiesLESSON TOPIC
is about
The Teaching Device: The Lesson Organizer
Challenge Question
Lesson Map
4
2 1 3
5
6
7 8
plot
the major set of actions in a story
such as
How are events in your life like a short story?
1. What types of events in a story can lead to conflict?
2. How are rising action and falling action relatedto the climax of a story?
1. List the components of the plot for the short story on pages 167-174.
2. Read the story on pages 176-185 for tomorrow.
sequencing/cause and effect paraphrasing
Ms. Gaston11/15
short story
setting character point of view plot theme
such as such as such as
exposition(set up) conflict climax resolution
Bloom’s TaxonomyBloom’s Taxonomy
The Feds have authorized me to leave your child behind.
Individual Learning PlanIndividual Learning Plan
Section III:
Lesson Delivery that Enhances Learning
Topic B: Lessons that Work
What Does Explicit EngagingInstruction Look Like?
I DO IT
[ gain attention & clearly model
[ cue students to notice critical aspects of
the model
[ model your thinking step by step as you
solve problems - “mental
modeling/direct explanation”
Struggling learners need:
Adapted from Dr. Kevin Feldman, 12/01 inservice
I DO IT
Exposing the non-example
Exposing minimal difference
Interspersed VS massed practice
Struggling learners need:
Adapted from Dr. Kevin Feldman, 12/01 inservice
What Does Explicit EngagingInstruction Look Like?
Provide Thinking Time; Think Pair (Write) ShareStructure/prompt engagement: choral responses if
answer/response is short/same partner responses if
answer/response is long/different correction/feedback - remodeling,
more examples, etc.
WE DO IT
Struggling learners need:
What Does Explicit EngagingInstruction Look Like?
YOU DO IT
individual responses; oral, written,
point/touch/demo
coaching students to apply the
strategy previously taught
Struggling learners need:
Adapted from Dr. Kevin Feldman, 12/01 inservice
What Does Explicit EngagingInstruction Look Like?
“Most-Effective Teachers”
Know Each Learner’s Need
for Differentiated Instruction Who Knows the Material ? Who Needs More Input ? Who Needs More Background ? Who Needs Elaborated Scaffolds ?
Throughout Instruction:Monitor and Assess
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
“Least-Effective Teachers”
Test mastery after initial instruction--- in lieu of guided practice
Test learning outcomes--- in lieu of independent practice
Allow practice of errors through these practices
Assessment is Not Instruction
Evaluation vs. Grading
Comparison to grade level standards (norm referenced; criterion referenced)
Comparison to student’s personal needs,
(often criterion referenced or standards from other grade levels)
Comparison to teacher expectations for this child, rating attitude, progress, work completion, motivation, etc.
But that’s not FAIR !
All are entitled to differentiated instruction
Never tolerate the teasing of a student who is receiving differentiated instruction or accommodations
Fair isn’t everyone getting the same thing
Fair is everyone getting what they need!
Everyone is entitled to a special program for an area in need of improvement, to
help improve a skill.
Section III:
Lesson Delivery that Enhances Learning
Topic C: Small Group Management
Homogeneous Grouping:Skills-Based Lessons - usually best to
group by neede.g. - Word study/Spelling by level
- Decoding/guided reading instruction & practice
** Groups need to be flexible/change in a day – fluid as student needs change
Grouping: Issues & Options
Adapted from Dr. Kevin Feldman, 12/01 inservice
Heterogeneous Grouping:Conceptual/Content-based lessons
usually best taught in heterogeneous groups: diverse experience/views etc.
enrich the activitye.g. - Science, Social Studies, Core
LiteratureWITH plenty of scaffolded instruction (e.g. Graphics, partners)
Adapted from Dr. Kevin Feldman, 12/01 inservice
Grouping: Issues & Options
We need BOTH homogeneous AND heterogeneous options- depends on:- the purpose- the subject- the range of prior knowledge
Adapted from Dr. Kevin Feldman, 12/01 inservice
Grouping: Issues & Options
LakersBluebirds
Cowboys WNBA
1 2
4 3
Elementary Center Management
Example:Elementary Center Management
1 - Center Activity: Phonics Game
Back-up: fact card review 2 - Center Activity: Finish Art Activity
Back-up: Tangrams or List A 3 - Center Activity: Science Projects
Back-up: Card Game or Building or Blocks 4 - Seatwork
Back-up: Independent Work file or Independent Reading
Work Groups
DiamondsEmeralds
Pearls Rubies
1 2
4 3
Example:Secondary Student Work Groups
1 – Team Activity: Finish Civil War Charts with PartnerBack-up: Quiz each other
2 – Individual Activity: Finish President Reports – IndividuallyBack-up: Illustrations
3 – Instruction Activity: Direct Instruction with Teacher Back-up: none
4 – Individual Activity: Do assignment from Direct InstructionBackup: Independent Reading
Section III:
Lesson Delivery that Enhances Learning
Topic D: Simple Teaching and Structuring Techniques
Use Cues to Establish
Instructional Control
I give an instruction, they do it.
Maintain Behavioral Momentum
They comply, comply, comply in
sequence.
Simple Teacher Techniques for Students
Participation in Large & Small Groups
Choral Responding
Every Pupil Active Responding
Cross Your Finger Technique
Example of Choral Responding: Give Me 5
Eyes – Response: on speaker
Ears – Response: listening
Body – Response: quiet
Hands – Response: still
Mind – Response: thinking
Example of Group Re-Orienting without Verbal Cues
3 Claps – 3 Snaps
5 – 4 – 3 – 2 – 1
Every Pupil Active Responding
YES NO
Cross your finger
PALS Teams for Reading
Comprehension instruction: PALS
http://kc.vanderbilt.edu/kennedy/pals/
- Stronger reader reads a paragraph.
- Weaker reader prompts.
PALS Teams for Reading
Weaker reader prompts stronger reader to:1. Name the Who or What.
* identification2. Tell the most important thing(s)
about the Who or What.* elaboration
3. Paraphrase in 10 words or less (paraphrasing “straight jacket”)
* consolidation
* continues for 5 minutes — then switch roles (new text)
Refocusing Off-task Behavior with Positive Verbal Cueing
Turtle Technique (for younger students)
Radio Station Tuning (for older students)
Simple Teacher Techniques for Students
Refocus with Verbal Cueing and Icons/Symbols Point to the Rules You Are Following Seatwork Time: Self-Recorded Surprise
Points
Green/Yellow/Red Behavior
Simple Teacher Techniques for Students
Work Completed Hands and Feet to Self Friendly Talking Good Listening
Point to rules you are following
Safe?
Respectful?
Responsible?
Green
Talk about anything with anybody Use comfortable voice level Work on anything Choose any activity Sit anywhere
Yellow
Be productive Talk only with person(s) next to
you Talk only about assignment Your talk should help you Your talk should not interfere with
your classmate’s work
Red
No talking at all
Raise your hand, and wait for permission to speak
Be patient
Yellow and green are coming!
The 20-Minute Rule Stand Stretch Move (Teacher specific
instruction given)
Simple Teacher Techniques for Students
Refocusing Physically Active Learners Having Difficulty With Body Motions Occasionally Allow Full-Body or Partial Body
Support Recognize that body movement may actually
HELP the student maintain focus.
Simple Teacher Techniques for Students
Section III:
Lesson Delivery that Enhances Learning
Topic E: Co-Teaching and Collaborating
Co-teaching/CollaborationWhen it Works
Finding: Outstanding working relationships
UpbeatEnjoy each other’s companyRespectEase Trust
Carl and Fred!
Mastropieri, M.A., Scruggs, et al in Intervention in school and clinic volume 40, #5 May 2005
Co-teaching/CollaborationRequirements for Success
Finding: Both have strengths as motivators
Ownership of all claimed by both Enthusiastic Teaching
Mastropieri, M.A., Scruggs, et al in Intervention in school and clinic volume 40, #5 May 2005
Co-teaching/Collaboration When it Works
Finding: Time Allocated for Co-Planning before or after school at lunch formal prep period
“The lack of scheduled co-planning time did not appear to be a barrier to effective instruction”
Mastropieri, M.A., Scruggs, et al in Intervention in school and clinic volume 40, #5 May 2005
Co-teaching/Collaboration When it Works
Finding: Appropriate Curriculum selected
Hands-on & Activity based=content becomes
more concrete for students Language and literacy demands of tasks thus reduced
Mastropieri, M.A., Scruggs, et al in Intervention in school and clinic volume 40, #5 May 2005
Co-teaching/Collaboration When it Works
Finding: Effective Instructional Skills Lesson framework within lessons
Daily reviewPresentation of new informationGuided and independent practice activitiesFormative review
Finding: Effective Behavior Support in place Reinforcement for good behavior and class performance
Co-teaching/Collaboration When it Works
Finding: For students with Disability-Specific Teaching Adaptations Used
Continued collaboration to plan success for students with disabilities in upcoming lessons—evaluation, evaluation
e.g., Power-point supplementary reviews Provides oral and pictorial
e.g., Reduced written language in test questions
Co-teaching/Collaboration When it Works
Finding: Expertise in the Content Area general ed= content expert special ed= adaptation expert
Teachers deferred to each other during instruction Teachers exchanged roles as presenters of content
Co-teaching/Collaboration
When it Works---The AHAA! Finding: “Co-teaching appeared to be most successful where both co-teachers practiced effective teaching behaviors”, e.g.,
StructureClarityEnthusiasmMaximizing student engagementMotivational strategies
“ Effective teaching behaviors lead to increased academic achievement AND a greater degree of effective collaboration between the two co teachers”
Mastropieri, M.A., Scruggs, et al in Intervention in school and clinic volume 40, #5 May 2005
Co-teaching/Collaboration When it DOESN’T Work
Finding: Weak collaboration
Finding: Weak working relationships
Finding: Teaching styles at opposite ends of a continuum, e.g., structured vs. loose;
students adapted, but contributed to deterioration of a working relationship
Co-teaching/Collaboration When it DOESN’T Work
Finding: Belief system differences: disagreements on how to interact with students, deal with behavior
Finding: Over emphasis on high stakes testing to the detriment of effective pedagogy
i.e., moving on without effective pacing, extra practice, review, hands on practice, etc.