Shifting the Language of Research Using Problem-based Learning
Shifting Responsibility for Learning
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Transcript of 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
Created a generation of passive learners
• Intervention classes
• Instructional time
• Evaluation system
“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
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
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…..
Become a Student!
• Practice note-taking• Cornell Notes
• Today’s Topic: Student Engagement
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
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
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!
Prepare to Learn Strategies
Take Notes
Build Background
Frontloading:
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)
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. ____________________________________________________
____________________________________________________ ____________________________________________________
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
Prepare to Learn Strategies
• Quote and Comment
• Possible Sentences
• Anticipation Guides
• Concept Sorts
• THIEVES – Textbook Frontloading
Engage and Transform Information
Take Notes
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
Read from Different Perspectives
The Boomer – Positive The Buster – Negative
The Factoid – Important facts The Emotionalist – Evokes Feelings
“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?
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
Reflect on Learning
Take Notes
Organizational Web TestWhat I learned this week
about STUDENT ENGAGEMENT
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.
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.
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 ______________________________.
Reflection Strategies
● Numbered Heads
● 3-2-1 Compare
● Organization Web Test
● Give Three Adjectives
● Teach Others
● Wave
Complete Cornell Notes
• Questions?
• Reflective Summary• Include which strategy would most likely shift
responsibility for learning in your classroom?
• Wave Strategy
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…..
Continue Learning