Welcome

1. Welcome DQ3: Helping Students Practice and Deepen New Knowledge Please sit three to a table and complete the DQ3 Anticipation Guide.

2. Welcome DQ3: Helping Students Practice and Deepen New Knowledge BevPerrault Donna Hunziker

3. Group Norms • Are Respectful of Other’s Opinions and Listen with an Open Mind; Limit the Use of Electronics for Checking Emails for Breaks; Focus on Instructional Model and not Evaluation Process • Collaborate in Group Work • Take Responsibility for Engaging in Learning and Continuous Growth It’s Okay to have Fun! Suffering is Optional.

4. In this session, your Self-Assessment is the Anticipation Guide Self-Assessment

5. Design Question 3 What will I do to help students effectively practice and deepen new knowledge?

6. GOAL The participant will be able to describe and implement effective teaching strategies to help students effectively practice and deepen new knowledge.

9. Common Language of Instruction A research based framework that describes and defines teaching. The common language provides a foundation for professional conversation.

10. Marzano’s Key Research Conclusions for Instruction • Students should clearly understand the purpose of what they are learning and why they are learning the content • Instruction of key knowledge and skills leads to independent transfer/application • Effective learning requires students to move toward conceptual understanding • Effective classrooms are collaborative partnerships and true communities of learning

11. All Lessons Addressing Content Include: • Providing Clear Learning Goals • Tracking Student Progress • Celebrating Student Success • Establishing Classroom Routines • Organizing the Physical Layout of the Classroom for Learning • Lesson Segment: Enacted on the Spot

12. Design Question 3: What will I do to help students practice and deepen their understanding of new knowledge?

13. Procedural and Declarative Knowledge

14. 14. Reviewing Content

15. 14. Reviewing Content Fold a sheet of paper in thirds and record the Lesson Segment at the top of each rectangle and any Design Questions and information that would be under the Lesson Segment

16. 17. Examining Similarities and Differences

17. 17. Examining Similarities and Differences

18. Examining Similarities and Differences Four Types of Tasks: • Comparing and Contrasting • Classifying • Creating Similes & Metaphors • Creating Analogies

19. Comparing and Contrasting Venn Diagram Double-Bubble Map

20. Double Bubble Venn Diagram Kindergarten

21. Comparing

22. Video Comparing & Contrasting HS Science https://www.effectiveeducators.com/resource/show/4e2d8e725d17508eb10898e4

23. Classifying

24. In groups of six, select a topic. • Each group member will create a card that represents one word or concept about that topic. • Illustrate your cards. • Create only ONE card per person. Kinesthetic Word Webs

25. Humorous Similes • Her vocabulary was as bad as, like, whatever. • His thoughts tumbled in his head, making and breaking alliances like underwear in a dryer without Cling Free. • Long separated by cruel fate, the star-crossed lovers raced across the grassy field toward each other, like two freight trains, one having left Cleveland at 6:36 p.m. traveling at 55 mph, the other from Topeka at 4:19 p.m. at a speed of 35 mph.

26. Creating Metaphors

27. Creating Analogies …is to… Thermometer As Temperature Odometer Distance Concept: Measurement Devices

28. Analogies is to is to Coach Dirt Land Athlete As As ? Ocean Teacher ? Concept: ___________________ Concept: ___________________ is to is to Sit Sat Happy As Sad As Bring ? ? Empathetic Concept: ___________________ Concept: ___________________

29. Analogies is to is to Coach Dirt Land Athlete As As Water Ocean Teacher Student Concept: Parts to Whole Concept: Learning Relationships is to is to Sit Sat Happy As Sad As Bring Brought Callous Empathetic Concept: Present to Past Tense Concept:Antonyms

30. Time for a Break!

31. 18. Examining Errors in Reasoning

32. 18. Examining Errors in Reasoning

33. Video Errors in Reasoning Kindergarten Conservation http://www.youtube.com/watch?v=GLj0IZFLKvg&feature=relmfu (0:32 – 1:37)

34. Reciprocal Teaching Roles Group Leader – Keep group focused and on schedule Facilitator – Asks questions to focus dialogue Summarizer – Summarizes content after discussion

35. Reciprocal Teaching Roles • What are the main ideas? • What questions do we have? • Are there areas we need to clarify? • What predictions can we make?

36. Snowball Activity

37. Video Errors in Reasoning Elementary Science https://www.effectiveeducators.com/resource/show/4e2d8ea55d17508eb108995d

38. 19. Practicing Skills, Strategies, and Processes

39. Practicing Skills, Strategies, & Processes Three Characteristics of Effective Practice • Initially provide structured practice sessions spaced close together • Provide practice sessions that are gradually less structured and more varied • When appropriate, provide practice sessions that help develop fluency Massed vs. Distributed Practice Feedback

40. Simultaneous Round Table • Complete punctuation and capitalization errors. • Patiently • Wait • Pass • Paper • Check Work, COACH, PRAISE, & Initial

41. Free Resources • MarzanoResearch.com • Freeology.com • Graphic Organizers • Teacher Forms • Calendar • Journal Topics • Wordle.net • Tagxedo.com

43. Video – Errors in Reasoning Stuck on an Escalator http://www.youtube.com/watch?v=VrSUe_m19FY