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DQ2: Helping Students Interact with New Knowledge

DQ2: Helping Students Interact with New Knowledge. FACILITATORS: Dr. Battoe and Hec the Tech. August 14, 2012. Common Board. Essential Question : How can teachers increase their expertise from year to year which produces gains in student achievement with a powerful cumulative effect?

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DQ2: Helping Students Interact with New Knowledge

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  1. DQ2: Helping Students Interact with New Knowledge FACILITATORS: Dr. Battoe and Hec the Tech August 14, 2012

  2. Common Board Essential Question: How can teachers increase their expertise from year to year which produces gains in student achievement with a powerful cumulative effect? Learning Goal: Participants will be able to recognize the different elements/strategies of Design Question 2 and identify student/teacher processes that help students interact with new knowledge. I Will Learn This By • Dialogue • Group work I will Show I Learned This By • Exit Slip I will Practice This By • PLC team planning • Teaching

  3. Design Question 2 Design Question 2: What will I do to help students effectively interact with new knowledge? Lesson Segment Addressing Content

  4. DQ2: Teacher and Student Teacher Actions Student Actions

  5. Our Learning Goal • Participants will be able to recognize the different elements/strategies of Design Question 2 and identify student/teacher processes that help students interact with new knowledge.

  6. Chunking and Process • Chunking is important for engagement AND understanding new knowledge for long term memory • Students need processing time to help embed knowledge

  7. Continuous Loop Chunk content Notes, summarize, graphic organizers then REPEAT Students process Students process Chunk content

  8. Bell Work • 2 minutes with table partners -- • Think about the activities you currently use to allow for chunking and processing • Write down some examples and share with table partner

  9. Video Rockwell Jargon http://www.youtube.com/watch?v=jacvDzBWPmg

  10. DQ2: Elements/Strategies • Element #6:Identifying Critical Information • Happens twice and is obviously planned • Element #7: Organizing Students to Interact with New Knowledge • Could happen multiple times and anytime in lesson

  11. DQ2: Elements/Strategies • Element #8: Previewing New Content • Advanced Organizers • Element #9: Chunking into “digestible bites” • Element #10: Processing of New Information includes • Summarizing • Predicting • Clarifying questions

  12. DQ2: Elements/Strategies • Element #11: Elaborating on New Information • Higher order questions • Element #12: Recording and Representing Knowledge • Shouldn’t take notes the 1st exposure to content • Element #13 Reflecting on Learning

  13. Video - iObservation Dr. Marzano on Design Question #2

  14. Continuous Loop Chunk content Notes, summarize, graphic organizers then REPEAT Students process Students process Chunk content

  15. DQ2: Teacher and Student Teacher Actions Student Actions

  16. DQ2: Element #6 Identifying Critical Information Create critical input experiences based on learning goals Provide adequate time to ensure students process the content Use a variety of learning experiences: Visual, Dramatic, Verbal

  17. DQ2: Element #7 • Organizing Students to Interact with new Knowledge • Students should: • Be organized to interact with new knowledge, after small ”chunks” of information are provided • Work in small groups to describe, discuss, and make predictions regarding new information

  18. DQ2: Element #7 Clearing Confusion Summarizing Predicting Elements that Guide Interactions

  19. DQ2: Elements 8, 9, and 10 Preview Process Chunk

  20. DQ2: Element #8 • Previewing New Content • Activates prior knowledge • Starts the thinking process • Preparation for chunking and processing (9 & 10) • 2 minutes with table partners • What are some previewing activities that you have used?

  21. Notes, summarize, graphic organizers then REPEAT DQ2: Elements #9 and #10 Chunk content Students process Chunk content Students process Chunking Content into “Digestible Bites” and Processing New Information

  22. DQ2: Elements #9 and #10 • Present new information in small chunks - procedure: • Present the chunk of information • Discuss for descriptions/summaries • Discuss • Predict • Processing of New Information - examples: • Jigsaws • Reciprocal Teaching • Concept Attainment (non-examples)

  23. DQ2: Element #11 • Elaborating on New Information through question • General inferential questions – • Require students to use background knowledge • Use reasoning and logic to generate conclusions • Elaborative interrogations – • Goes beyond the inferential questions – asks the students WHY • Why do believe that? • Why do think that? • Why do you suppose that’s true?

  24. DQ2: Element #12 • Recording and Representing Knowledge • Writing out conclusions • Representing learning non-linguistically • Examples • Notes • Graphic Organizers • Dramatic enactments • Mnemonics • Academic notebooks

  25. DQ2: Element #13 • Reflecting on Learning through a question related to the content. Three examples: • What were they right and wrong about? • How confident are they about what they have learned? • What they did well during the experience and what they could have done better? • Could be in the form of an exit slip

  26. DQ2: Teacher and Student Teacher Actions Student Actions

  27. Notes, summarize, graphic organizers then REPEAT Continuous Loop Chunk content Students process Chunk content Students process

  28. Learning Goal • Participants will be able to recognize the different elements/strategies of Design Question 2 and identify student/teacher processes that help students interact with new knowledge.

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