Instructional Routines

1. EffectiveInstructionSeries 2011-2012 Instructional Routines Lesson Structure Active Participation

2. Bell Ringer Clock Partners – 12:00

3. Craft KnowledgeThink – Pair – Share (Wait-Time Extended) • Think – What strategies/routines have you observed today that are applicable to your teaching assignment? • Name it. • Describe it. • Say why it’s good. • Pair – Discuss your ideas. • Share – Share one idea when prompted. Record craft techniques that you want to remember!

4. Objectives You will… • Identify and explain research-based ways to boost retention. • Lesson structure • Apply active participation techniques to engage more students more often with more purpose.

5. Fire Your Neurons!Think - Write • Think of a lesson structure you know well. • Write the essential steps of the lesson structure.

6. Research/Literature Base • Instructional Theory Into Practice ITIP (Hunter, 1982) • Teaching Schema for Master Learners TSML (Pollock, 2007) • How the Brain Learns, adapted from ITIP (Sousa, 2006) • The Art and Science of Teaching (Marzano, 2007) • Explicit Instruction: Effective & Efficient Teaching (Archer & Hughes, 2011)

7. Explicit Instruction (Archer & Hughes, 2007) Lesson Structure Models for • Skills & strategies • Vocabulary & concepts • Rules (of content) www.explicitinstruction.org

8. Lesson Structure Components Objective Set New information (I do it. We do it.) Application (We do it. You do it.) Closure

9. Objectives You will… • Identify and explain research-based ways to boost retention. • Lesson structure • Apply active participation techniques to engage more students more often with more purpose.

10. Checking for UnderstandingYes - No – Why? & Sentence Stems Yes, I agree with this assertion because… or No, I don’t agree with this assertion because… • Having students raise their hands to respond to questions/prompts is an effective way of checking for understanding and increasing student engagement.

11. Unstructured Classroom Discussions = “unintentional inequity”

12. Engage All Students in Every Lesson “to attract and maintain a learner’s interest and active involvement in all lesson content and related tasks with clearly articulated ‘evidence checks’…” Goal: increase academic discourse/activity for every student, every day (Feldman, presentation, 2009)

13. Essential Questions & Objective What will I do to help students interact with new knowledge? What will I do to engage students? What will I do to establish and maintain effective relationships with students? • Apply active participation techniques to engage more students more often with more purpose. • 10-2 / 5-1 Rule • Choral Response • Response Slates • Yes-No-Why • Quick Summary Techniques • Structured Partners • Interaction Sequence • Pass Option • Sentence Stems

14. Frequent Checks for Understanding • What: • teacher solicited, observable evidence of student understanding or processing of new information • student response to instruction (must say, write, do) • Why: • appropriate adjustment of instruction (differentiation) • increase focus • long-term memory requires reorganization / accurate practice of new information

15. APL (Sharer, Anastasio, & Perry, 2007, p. 87-88) 10-2 (5-1) Ratio • For every ten minutes of instruction, take two minutes to check for understanding (5-1 for younger students). • All students • Covert participation • Directly related to objective

16. What will I do to engage students? What do I typically do to manage response rates? (MRL, “Teacher’s Guide to Reflective Practice”, p. 7)

17. Perception Checks What: How: cell phone reception check oil check, windshield check weather report thumbs up fist of five many others Asking students to rate their perception of readiness or understanding

18. Reception CheckCell Phone Reception Check Full Bars… or No Signal? Can you hear me now?

19. Ways Students Can Respond • Individual Turns • Choral/Unison Response • Partners • Written

20. Choral / Unison Response • prompting students to respond together on cue when answers are short and the same • Why? • focus tool • provides thinking time • all students responding • students using academic language (vs. teacher-talk) • repetition of important terms/concepts

21. Response Slates/Cards • Prompting students to write responses on “slates” (personal whiteboard) or point to responses on prepared cards • Why? • Monitor ALL student responses • Reusable materials • Slates: longer, divergent answers • Cards: limited answers, quick probes

22. Written Response • Prompting students to write brief responses when answers require elaborative rehearsal or are divergent Why? • writing first increases thinking, accountability, focus • provides teacher with concrete feedback • connects written language to oral language

23. Yes - No – Why? • posing a stimulating question or statement for which students must take a position and formulate reasoning

24. Statements of Learning • In one sentence and in your own words, explain what you learned about ___ as a result of our lesson. • Specify that students must include what they learned about the specific concept • Not: I learned how to summarize. • Instead: (I learned that) to summarize I should keep important information, get rid of unimportant stuff, and replace specific lists with general words. • Monitor and provide feedback! • Use quick desk checks, listen to groups • Address misconceptions • Model, provide examples • Use as exit ticket

25. Consider a chunk of information. Write a short headline to summarize the information. Noun Action Verb Object Write A Headline Death, Insanity Dominate Shakespearean Tragedy

26. Identify one word that sums up a particular concept or lesson Explain your choice in writing to a partner in a picture One-Word Summary • Most Important Step! • isolation of critical • attributes • relevance, validity

27. Draw or find a picture, diagram, or chart to represent the new information or concept. Explain your choice in writing to a partner or group Nonlinguistic Representation • Most Important Step! • isolation of critical • attributes • relevance, validity

28. Graphic Organizer: Concept Map

29. Non-Essential Characteristics Essential characteristics or definition in your own words. topic Examples Non-Examples Frayer Model

30. Lotus Notes

31. Structured Partner Response • teacher-structured activity when student pairs share/discuss specific information • Why? • elaborative response or to review recently learned information • increase focus, attention, academic language use, etc. • provides scaffold • Increases opportunity for students to look good

32. Structured Partner Response How? • teacher-selected partners • gracious middle with low • alternate ranking (readiness, social skills) • use base groups / assign roles (A and B / 1 and 2) • clear expectations • specific prompt/task • structured academic language (i.e. sentence starters) • on-the-clock • monitor, provide scaffolding and feedback

33. Sentence Stems • teacher prompt to use specific academic language or syntax when responding to prompts orally or in writing • Why? • beyond chatting • accurate rehearsal • students using academic language and syntax • provides scaffold to competently discuss topic

34. Sentence StemsExamples Somebody (people)… wanted (motivation)… but (conflict)… so (resolution)… • I predict ___ because ___. • One consequence of the invention was a rise in __. • Two potential motives behind an author’s use of roman à clef include ___. • …your response must include the words “function” and “variable.” Something (independent var.)… happened (change)… and (affect on dependent var.)… then (conclusion)…

35. Individual Turns • calling on individual students when answers are long or different • (best) after written/structured partner response • Why? • voice (rehearse) accurate information • voice multiple perspectives • Individual accountability

36. Individual Turns • Intentional (or Purposeful) Selection • students with accurate answer (partners, writing, interview) • accurate rehearsal • Random Selection (or “faux random”) • teacher calls on students • focus (everyone is on-the-hook) • Volunteer Selection • students volunteer • opportunity for elaboration, more voices in the room

37. Prompt / ask ALL students. Pause (3+ seconds). Put students on-the-clock. e.g., “You have 30 seconds to share your answer with your partner.” Students share their thoughts with a partner. Select student(s) to respond. APL (Sharer, Anastasio, & Perry, 2007, p. 80-85) Interaction Sequence • Monitor & Conference • Check student answers • Probe • Provide answers when missing • Take note of good responses 1. Intentional Selection 2. Random Selection 3. Volunteer Selection

38. APL (Sharer, Anastasio, & Perry, 2007, p. 32-34) Pass Option • Best as temporary exit • “Tell me one thing you heard _(the previous responder)_ say.” • “Tell me the best answer you’ve heard so far.” • Look it up in notes • Requires teaching • Explain why • Teach what it looks like / sounds like • Communicate its temporary nature

39. Craft KnowledgeThink – Write - Pair – Share • Think & Write – What strategies/routines have you observed today that are applicable to your teaching assignment? • Name it. • Describe it. • Say why it’s good. • Pair – Discuss your ideas. • Share – Give One – Get One (2-3 people)