Shifting Responsibility for Learning

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Shifting Responsibility for Learning Ann Eifler, Literacy Coach and Reading Specialist West Aurora High School – District 129 [email protected] 630-301-6731

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Shifting Responsibility for Learning. Ann Eifler, Literacy Coach and Reading Specialist West Aurora High School – District 129 [email protected] 630-301-6731. Created a generation of passive learners. Intervention classes Instructional time Evaluation system. “State of the Nation”. - PowerPoint PPT Presentation

Transcript of Shifting Responsibility for Learning

Page 1: Shifting Responsibility for Learning

Shifting Responsibility for

Learning

Ann Eifler, Literacy Coach and Reading Specialist

West Aurora High School – District [email protected] 630-301-6731

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Created a generation of passive learners

• Intervention classes

• Instructional time

• Evaluation system

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“State of the Nation”

• Shared Responsibility for Literacy

• Unique to your content

• CCSS - Creating analytical, critical thinkers

• Danielson Evaluation Model

• Already using strategies in classrooms

• Refine current and discover new strategies that work best in your classroom

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Barriers to Shifting Responsibility

• Content Experts! • Knowledge doubles every 10 years

• Mile Wide and Inch Deep

• Don’t know how to handle struggling readers• Confusing ability to read with their ability to think

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Learning Targets

From the Charlotte Danielson Framework Domain 3c:

● I can engage students in learning

From the Illinois Professional Teaching Standards 4K:

• I can use strategies to create a smoothly functioning learning community in which students assume responsibility for themselves…..

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Become a Student!

• Practice note-taking• Cornell Notes

• Today’s Topic: Student Engagement

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Cornell Notetaking

• Dr. Pauk – Cornell University, Stanford, UCLA’s School of Engineering, most Law Schools,

• Requires students to review notes and think critically after learning has taken place

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Strategy for teaching Cornell Note-taking

• Set up your page Draw your margins

Label clearly

• Take notes Use your best strategies

• Actively listen, analyze, ask questions

• Review, revise, reflect Look over notes and highlight, edit, annotate, or add info

Write your questions and reflection

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Five Fast Fixes

1. Prepare classroom routines

2. More time planning outside of class = less work in class

3. Plan to PREPARE TO LEARN - ENGAGE AND TRANSFORM INFORMATION – REFLECT ON LEARNING

4. Ask engaging, open-ended questions

5. The person doing the talking, reading, and writing is the one learning

Prepare Classroom Routines:Consistency increases student involvementVary within Routine Time Everything!

More Time Planning:Get in the WeedsWork harder Outside of Class = Work less in

class

Plan Effectively:Prepare to Learn

Engage and Transform

Reflect on Learning

Ask the Engaging, Open-ended Question:

Confusing Abilitiy to Read

WITHAbility to Think

The person doing all the talking, reading, and

writing in your classroom

is the person doing all the learning!

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Prepare to Learn Strategies

Take Notes

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Build Background

Frontloading:

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Quote and Comment

1. “At one extreme, thinking is impossible without some information on the subject. At the other extreme, perfect information would make thinking unnecessary.” (Edward deBono)2. “Many a man fails as an original thinker simply because his memory is too good.” (Nietzsche)

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Possible SentencesPossible Sentences for

Strengthening Student EngagementName of Topic

Word Box 1. engaging 2. patterns 3. discussion4. curiosity 5. relationships 6. energy7. SCORE 8. model 9. connect10. strategy 11. define 12. persist

_____ 1. ____________________________________________________ ____________________________________________________

_____________________________________________________  _____ 2. ____________________________________________________

____________________________________________________ ____________________________________________________

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Concept Sorts

• Make them “meaty” - Content or 3-column – Biology example

• More than one acceptable way to sort – World History Example

• Sort more than one way – The Jungle Example

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Prepare to Learn Strategies

• Quote and Comment

• Possible Sentences

• Anticipation Guides

• Concept Sorts

• THIEVES – Textbook Frontloading

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Engage and Transform Information

Take Notes

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C.E.R.

CLAIM: Students engaged in work are meeting human needs.

STATEMENT Paragraph #

1.

2.

Claim / Evidence / Reasoning Find Evidence to support the claim

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Read from Different Perspectives

The Boomer – Positive The Buster – Negative

The Factoid – Important facts The Emotionalist – Evokes Feelings

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“What If”

• Disruptions to the Nitrogen Cycle:• What would happen to the nitrogen cycle if there were constant

electrical storms over major portions of the earth?

• Disruptions to the Carbon Cycle:• What would happen to the carbon cycle if humans outlawed all

fossil fuel vehicles and relied solely on electric cars?

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Engage and Transform Information

• C.E.R. Strategy

• Save the Last Word - Survivor

• Cornell Notes

• Reading from Different Perspectives (Boomer/Buster/Factoid/Emotionalist)

• “What if” questions

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Reflect on Learning

Take Notes

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Organizational Web TestWhat I learned this week

about STUDENT ENGAGEMENT

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Numbered Heads

• Students number off in teams, one through four.

• The teacher asks a series of questions, one at a time.

• Students discuss possible answers to each question for an established amount of time (about 30 seconds to 90 seconds, depending on the complexity of the task).

• The teacher calls a number (1–4), and all students with that number raise their hand, ready to respond.

• The teacher randomly calls on students with the specified number to answer on behalf of their team.

• Students are encouraged to acknowledge similarities and differences between their team's response and that of other teams (e.g., We predicted a very different outcome.; Our reaction was similar to that of Ana's group.).

• The teacher continues posing questions and soliciting responses in this manner until the brainstorming or review session is finished.

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3 - 2 - 1 Compare

• Write three similarities between engagement and motivation.

• Write two differences between engagement and compliance.

• Write one question you still have about student engagement.

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Teach Three

• Name 5 essential pieces of information every sophomore should know about ________________________.

• Name 3 essential pieces of information every middle schooler should know about _________________________.

• Name 1 essential pieces of information every first grader should know about ______________________________.

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Reflection Strategies

● Numbered Heads

● 3-2-1 Compare

● Organization Web Test

● Give Three Adjectives

● Teach Others

● Wave

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Complete Cornell Notes

• Questions?

• Reflective Summary• Include which strategy would most likely shift

responsibility for learning in your classroom?

• Wave Strategy

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Revisit Learning Targets

From the Charlotte Danielson Framework Domain 3c:

● I can engage students in learning

From the Illinois Professional Teaching Standards 4K:

• I can use strategies to create a smoothly functioning learning community in which students assume responsibility for themselves…..

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Continue Learning