GLOBE: An Explicit Instruction Strategy Success Strategies in the Inclusive Classroom Module 3

1. GLOBE:An Explicit Instruction Strategy Success Strategies in the Inclusive ClassroomModule 3 Johns Hopkins University  Center for Technology in Education  MATN May 2005

2. What is GLOBE? GLOBE is an explicit instruction strategy that facilitates student learning by highlighting key concepts and big ideas, making connections, eliciting questions, and scaffolding knowledge.

3. Teacher State the Key Concept and connect this concept to what students have previously studied. State the Challenge Question that the students will be able to answer by the end of the lesson. Students Record the Key Concept on their graphic organizer. Discuss the challenge question with their peers and suggest possible answers. Get Focused The Challenge Question relates directly to the lesson’s objectives. This question activates students’ thinking and focuses learning.

4. Elements of Nonfiction How is nonfiction written differently from fiction?

5. Teacher Explain 3-5 Big Ideas, or main characteristics, that define the Key Concept. After presenting the first Big Idea, model the process of making connections. Use visual, auditory, and/or tactile aides to enhance presentation. Students Record Big Ideas on graphic organizer. Draw connections between each Big Idea and a personal association. Students’ connections may differ. Record connections on graphic organizer. Big ideas are main characteristics or categories that define the key concept. Big ideas often translate across content areas. List Big Ideas

6. Elements of Nonfiction How is nonfiction written differently from fiction? Cause and Effect Teasing my brother-getting in trouble Problem and Solution Going to the doctor Two friends with similarities and differences Comparison and Contrast

7. Teacher Model how to form an essential question. These questions transcend the Big Ideas and help students synthesize the information. Circulate, monitor students’ discussions, and provide feedback. Regroup the whole class to identify up to five essential questions from the students’ brainstormed lists. Determine protocol for answering essential questions. Students Work cooperatively to brainstorm questions about the Key Concept. Record essential questions identified through the whole group discussion. Depending upon the lesson, students may search for answers to the essential questions via textbook, articles, web quests, field trip, etc. All of the questions do not need to be answered during this lesson. Organize Essential Questions Essential Questions promote higher-level thinking and require more than a “yes”, “no” or single-word answer.

8. Elements of Nonfiction How is nonfiction written differently from fiction? Cause and Effect Teasing my brother, getting in trouble Problem and Solution Going to the doctor Two friends with similarities and differences Comparison and Contrast How can understanding nonfiction elements help me when I read? Why would an author use one element instead of another? How can I use these elements in my writing?

9. Teacher Lead whole group to build a short Summary Statement that answers the daily challenge question. The Summary Statement includes the Key Concept and Big Ideas and may also address selected essential questions. Students Participate in the whole group discussion. Record Summary Statement on the graphic organizer. Build a Summary Some students may benefit from partial note-taking assistance. For these students, provide a graphic organizer with a partially completed Summary Statement. For example: “Nonfiction is written differently from fiction, because ____”

10. Elements of Nonfiction How is nonfiction written differently from fiction? Cause and Effect Teasing my brother, getting in trouble Problem and Solution Going to the doctor Two friends with similarities and differences Comparison and Contrast How can understanding nonfiction elements help me when I read? Why would an author use one element instead of another? How can I use these elements in my writing? Nonfiction is written differently from fiction, because writers use elements like cause and effect, problem and solution, and comparison and contrast to organize information. Understanding these elements helps me make predictions as I read.

11. Teacher Assess student learning. Review essential questions yet to be answered and provide a preview of learning to come. (What’s next?) Explain how the homework assignment directly relates to the day’s lesson. Students Reflect on individual learning by asking, “Can I answer the Challenge Question?” Complete assessment activity. Evaluate and Celebrate In addition to checking the students’ GLOBE organizers, teachers can assess comprehension by using an exit slip or thumbs up/thumbs down survey.

12. Elements of Nonfiction How is nonfiction written differently from fiction? Cause and Effect Teasing my brother, getting in trouble Problem and Solution Going to the doctor Two friends with similarities and differences Comparison and Contrast How can understanding nonfiction elements help me when I read? Why would an author use one element instead of another? How can I use these elements in my writing? Nonfiction is written differently from fiction, because writers use elements like cause and effect, problem and solution, and comparison and contrast to organize information. Understanding these elements helps me make predictions as I read. Yes! Read passage and identify the nonfiction elements Cause and Effect Key Words

13. GLOBE Examples: Across the content areas

14. Branches of the U.S. Government How do the branches of the U.S. government function? Executive The principal runs the school Legislative Parents make the rules at home Judicial A baseball umpire makes calls What is the system of checks and balances? How does the system ensure there is no abuse of power? Is one branch stronger than another? How are members of each branch chosen? Each of the 3 branches of the U.S. government has a function. The executive branch administers (runs) the government. The legislative branch writes laws. The judicial branch decides if laws are constitutional. The system of checks and balances ensures no branch has too much power. Yes! Complete graphic organizer of the three branches How the system of checks and balances work

15. States of Matter How are gases, liquids and solids different and alike? Solid Liquid Gas A marble Lemonade Steam How can you tell if something is a liquid, gas or solid? What happens when matter in each state is placed in a container? How do the particles of a solid, liquid and gas behave differently? Matter can take the form of a solid, liquid, or gas. A solid has a definite shape and volume. A liquid has a definite volume, but it takes the shape of the container. A gas fills the entire volume of a container. The particles in a gas are spread out, in a liquid they are closer together, and in a solid they are packed together. Yes! Complete States of Matter Chart Matter Changing States Experiment

16. Integers How can the value of integers be compared? Positive Integers Zero Negative Integers Being given $5 for allowance The ground floor of a building A 5 yard penalty in football What numbers are considered integers? When do I use positive and negative integers in daily life? What are some examples of positive and negative integers? How can I tell which integer is larger? Integers are the set of positive whole numbers, negative whole numbers and zero. To determine which number is larger or smaller, graph the integers on a number line. The farther to the right a number is on the number line the more positive (or larger) it is. Yes! Comparing Integers using < and > Adding Integers

17. How to Implement GLOBE • Review your curriculum indicators and objectives • Create a Teacher Sample • Identify Key Concept, Challenge Question, Big Ideas • List potential Connections, Essential Questions, and Summary Statement • Determine Assessment Activity • Review Class Profile Matrix and plan implementation of accommodations • Consider use of visual, auditory, and/or tactile aids to enhance teacher presentation and student exploration

18. Team Activity • Develop a GLOBE graphic organizer for the Key Concept “Principles of Effective Collaboration”. Big Ideas: • Respect of Knowledge/Skill • Established Communication System • Common Understanding of the Classroom Environment • Co-Accountability • Be prepared to share with the whole group.

19. Evaluating GLOBE Implementation • How do teachers know if the implementation of the GLOBE strategy was effective? • GLOBE Look-fors • Key Concept and Big Ideas relate directly to the curriculum and are clearly defined • Challenge Question keys students in to important information and sparks thinking • Students actively participate by drawing connections and formulating questions • Summary statement demonstrates attainment of the lesson objectives • Teacher connects previous learning and future learning with GLOBE strategy activities

20. References • Clapper, A. T. et. al. (2002). Never too Late: Approaches to Reading Instruction for Secondary Students with Disabilities. Research to Practice Brief. • Dickson, S. et. al. Text Organization: Curricular and Instructional Implications for Diverse Learners. Retrieved August 19, 2005, from http://www.cast.org. • Hall, T. Differentiated Instruction. Retrieved August 19, 2005, from http://www.cast.org. • Hall, T. Explicit Instruction. Retrieved August 19, 2005, from http://www.cast.org. • Kame’enui, Edward J. et. Al. (2002). Effective Teaching Strategies that Accommodate Diverse Learners. • Making Learning Easier: Connecting New Knowledge to Things Students Already Know. Retrieved from http://www.teachingld.org/pdf/teaching_how-tos/making_learning_easier.pdf.