Teaching with Tools
description
Transcript of Teaching with Tools
USING TOOLS TO HELP STUDENTS THINK AND LEARN
Teaching with Tools
Overview
Create a Community: Well WordsReflect on the Week: Instructional VerbsIdentify Elements of Effective InstructionTeach the Academic EssentialsTeach with ToolsDesign Meaningful Units Make Time to Talk: The Value of DiscussionReview and Reflect: Next Steps and Questions
? Connect Listen Exercise Celebrate Challenge Laugh ?Eat (Well) Join Trust Give Learn Wait
Delegate
Simplify
Love Refuse Accept TryRemembe
rPraise Engage Toss
Appreciate
Balance ImagineContribut
eThank Clarify Limit
Entertain
Grow Respect Risk Practice Honor Eliminate Smile Reward
Confront Change Ask RenewExperienc
eParticipat
e Relax Breathe
? Choose Create Forgive Express Notice Enjoy ?
Well Words Debrief1. Treat every student as a valued contributor
2. Establish high expectations
3. Create a safe, productive environment
4. Give students choices
5. Use multiple modes: read, write, speak, represent
6. Engage students in meaningful conversations
7. Teach students to be generative thinkers
8. Support all learners
9. Write to think
10.Integrate test preparation
11.Provide models for students
12.Use one step to prepare for the others
13.Align instruction with standards
14.Make connections: to self, world, other texts
Although some students show up at school as “intentional learners”––people who are already interested in doing whatever they need to do to learn academic subjects––they are the exception rather than the rule. Even if they are disposed to study, they probably need to learn how. But more fundamental than knowing how is developing a sense of oneself as a learner that makes it socially acceptable to engage in academic work. The goal of school teaching is not to turn all students into people who see themselves as professional academics, but to enable all of them to include a disposition toward productive study of academic subjects among the personality traits they exhibit while they are in the classroom. If the young people who come to school do not see themselves as learners, they are not going to act like learners even if that would help them to be successful in school. It is the teacher's job to help them change their sense of themselves so that studying is not a self-contradictory activity. One's sense of oneself as a learner is not a wholly private construction. Academic identity is formed from an amalgamation of how we see ourselves and how others see us, and those perceptions are formed and expressed in social interaction. How I act in front of others expresses my sense of who I am. How others then react to me influences the development of my identity.
–––Magdalene Lampert, from Teaching Problems and the Problems of Teaching
Reflecting on the Week
Generate a list of what went well—and why it went well.Examine what was not effective—and why.Identify the instructional verbs: What students did.Choose one example from each list and discuss in groups.Identify the elements of the effective lessons. including a
rationale and examples to illustrate.Discuss and debrief.
What: Traits Why: Rationale What: Example
The Week in Review
6 Features of Effective Literacy Instruction
1. Students learn skills and knowledge in multiple lesson types.
2. Teachers integrate test preparation into instruction.
3. Teachers make connections across instruction, curriculum, grades, and life.
4. Students learn strategies for doing the work.
5. Students are expected to be generative thinkers.
6. Classrooms foster cognitive collaboration.Source: Judith Langer (cela.albany.edu)
GenerateGenerate EvaluateEvaluate AnalyzeAnalyze OrganizOrganizee
SynthesizSynthesizee
ReadRead
WriteWrite
TalkTalk
Take Take NotesNotes
Take Take TestsTests
The Academic EssentialsThe Academic Essentials
Article Notes
Main Idea Organizer
Technology
Technology is improving our lives, though such progress comes at a cost.
One Benefit Another Benefit Costs
Examples/Quotes: Examples/Quotes: Examples/Quotes:
Explanation Explanation Explanation
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Taking Tests
Teaching with Tools
What are “tools”?
Words Images• Individual Words• Sentences/Statements• Passages• Texts• Questions
Graphic Organizers
Shapes/Diagrams
Words and Texts Are Tools
“…A belief that we are connected as one people. If there's a child on the south side of Chicago who can't read, that matters to me, even if it's not my child. If there's a senior citizen somewhere who can't pay for her prescription and has to choose between medicine and the rent, that makes my life poorer, even if it's not my grandmother. If there's an Arab American family being rounded up without benefit of an attorney or due process, that threatens my civil liberties. It's that fundamental belief — I am my brother's keeper, I am my sister's keeper — that makes this country work. It's what allows us to pursue our individual dreams, yet still come together as a single American family. "E pluribus unum." Out of many, one….” Barack Obama
Faith
Images Are Tools
Questions Are Tools
• Am I my brother’s keeper?
• Who did what to whom—why, and so what?
•What is the question you are trying to answer?
•What does it take to be a survivor?
Analogies and Diagrams Are Tools
Graphic Organizers Are Tools
…Human beings have always sat in circles and councils to do their best thinking, and to develop strong and trusting relationships.
Margaret Wheatley
from Turning to One Another
Groups Are Tools
Research Says that Using Tools
Helps struggling students and those with special needs by providing structure and support.
Supports English learners by helping them see how information is organized and giving them a more visual means of understanding or conveying ideas.
Increases engagement by providing ways for “cognitive collaboration” on academic tasks.
Acheives more sophisticated thinking by asking students to analyze, organize, and synthesize.
Improves comprehension by allowing students to analyze text structure and connections.
Enhances memory through organization of info.
Promotes “generative thinking” and scaffolding.
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?Family
Sports
VideoGames
Culture
Cars
History
InterestsInterestsInterestsInterests
War
Gangs
Topic Target
?Family
Sports
VideoGames
Culture
Cars
History
InterestsInterestsInterestsInterests
War
Gangs
Examine a Character from Multiple Perspectives
Paintings FilmsOphelia 1 Ophelia 2 Ophelia 3 Gibson Brannagh
Sir John Everett Millais. Ophelia. 1851-1852. Oil on canvas. Tate Gallery, London, UK.
Ophelia 1
Eugène Delacroix. The Death of Ophelia. Oil on canvas. Louvre, Paris, France.
Ophelia 2
Ophelia 3
Heroic Cycle
Orientation
Disorientation New Orientation
Color and Arrangement
EnglandEngland OuterOuter CentralCentral InnerInner HomeHome
PlotPlot
SettingSetting
Charac.Charac.
MoodMood
ToneTone
ThemeTheme
Speadsheet OrganizerSpeadsheet Organizer
Character Arc
Begin End
Use before, during, or after
Use with individuals, pairs, groups, full class
Use to generate, organize, analyze, synthesize
Use to prepare to read, write, speak
Do not make the tool the end product if possible.
Demonstrate how to use
Use for all but especially ELD, Special Ed, strugglers
Use Tools Effectively
Instructional Principles1. Work independently and with others to solve a range of intellectual problems.
2. Process material on multiple levels and in various ways.
3. Use tools and strategies to help them solve a range of academic problems.
4. Learn skills and knowledge through a range of instructional modes.
5. Communicate their understanding by multiple means, including other media.
6. Monitor and evaluate their performance and progress towards goals.
7. Connect what they learn today to their other studies, the world, and themselves.
8. Develop and use skills and knowledge in the context of meaningful conversations.
9. Know what a successful performance looks like on all tasks and assessments.
10.Read a variety of types of texts, including multimedia and visual.
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