K-12 Explain -- WE DO

1. K-12 Explain -- WE DO • Assessment: You just created an Explain activity using TELL and Window Pane. How might you assess what the students know and understand? How could we assess the work we did together previously?

2. K-12 Explain – Assessment • Assessment Process: • Read the example on page 120 of Pete/Fogarty book. • Determine the Webb Level. • Students integrate the information from _______ to support their explanation of ____________. In their explanation of sources of information, students address a question or solve a problem raised by their evaluation of the evidence. • Write your own task

3. K-12 Explain – Assessment • Students integrate the information from _______ to support their explanation of ____________. In their explanation of sources of information, students address a question or solve a problem raised by their evaluation of the evidence. • Take out Webb Level document. • Level 1: Explain what a spider is. • Level 2: Explain the evidence you found about how a spider makes a web. • Level 3: Explain the function of spider’s web in relation to the life cycle. • Level 4: Explain what would happen if spiders were eliminated.

4. K-12 Explain – Assessment

5. K-12 Explain -Assessment • Where would the assessment fit on Webb Leveling? • Determine the level and plug it into the determined assessment level cell. • Write 2 questions/prompts for each Level of questions/prompts.

6. 6-12 Explain -Assessment • Where would the assessment fit on Webb Leveling? • Determine the level and plug it into the determined assessment level cell. • Write 2 questions/prompts for each Level of questions/prompts.

7. 6-12 Math Explain-Assessment • Where would the assessment fit on Webb Leveling? • Determine the level and plug it into the determined assessment level cell. • Write 2 questions/prompts for each Level of questions/prompts.

8. K-12 Explain – Assessment Turning a process, the RECIPE, into a checklist assessment tool: TELL – Recipe for explaining ___Tell the big idea—student has written the main idea into a complete sentence. ___Express supporting statements—student has written one example that supports the main idea in a complete sentence. ___Look for more details—student has written one more example that supports the main idea, in a complete sentence. ___Listen for questions and respond—student has written what they learned from at least one other peer, in a complete sentence.

9. K-12 Explain – Assessment Three Ways to use a Checklist To record observed performance. While students work in small groups, you might note whether or not individuals demonstrate ability or knowledge in some predetermined categories aligned to course content and objectives. For self-assessment. Students can use the above checklist to evaluate their own progress. The statements would be changed to "can do" statements. To keep track of progress over time, e.g., as an inventory of skills at the beginning and end of a course. This type of checklist might form part of a portfolio.

10. Metacognition Thinking about our thinking

11. Metacognition KNOWING HOW TO LEARN, and knowing which strategies work best, are valuable skills that differentiate expert learners from novice learners. Metacognition, or awareness of the process of learning, is a critical ingredient to successful learning. What Is Metacognition? Metacognition is an important concept in cognitive theory. It consists of two basic processes occurring simultaneously: monitoring your progress as you learn, and making changes and adapting your strategies if you perceive you are not doing so well. (Winn, W. & Snyder, D., 1998) It's about self-reflection, self-responsibility and initiative, as well as goal setting and time management.

12. Paradigm Shift • Use Multimedia • Encourage student intuition • Ask the shortest question you can • Let students build the problem • Be less helpful

13. Higher Order Thinking Skill • Proficiency: Collaborative Thinking • Skill: Explain • Recipe: TELL • Instructional Strategy: Window Pane 2nd time around: • Skill: Explain • Recipe: TELL • Instructional Strategy: Socratic Seminar You may use a variety of instructional strategies to explicitly teach one Higher Order Thinking Skill

14. Explain Motivational Mindset: • Look at the PHOTO • Turn to your partner and discuss observations--but in QUESTIONS only. • Do you see…? What is…

15. Explain Motivational Mindset: • Because Socratic Seminar questioning takes practice, we are going to do another set of questioning called SERIALIZED QUESTIONING.

16. Explain Motivational Mindset: The purpose of serialized questions is to help your partner explore his or her own thoughts about the issue and build a response, not to ELICIT a "right" answer. SERIALIZED QUESTIONING PRACTICE • Neither the questioner nor the responder knows in advance what the questions or answers will be nor where they will lead. • Don’t look for or expect “right” answers. • In the practice session, try to ask serialized questions only. • Ask questions that lead your partner to talk about ideas: • Ask questions that call for applications and extensions of an idea. • In general, avoid Yes/No questions.

17. Explain Motivational Mindset: Read over the following excerpt.

18. Explain Motivational Mindset • Participants choose three quotes that they were drawn to. • Participants pair up and complete: • 1st person tells which one they picked but not why. • 2nd person - choose words within the quote to prompt the 1st question • AFTER DISCUSSION: Reflect on how the questioner did Blue words – words that help you formulate questions Example – virtues, vices blue words.

19. Explain– I DO I Do Instructional Strategy—Serialized Questioning (type of Socratic Seminar) TELL– Recipe for explaining • Tell the big idea • Express supporting statements • Look for more details • Listen for questions and respond

20. Explain– I DO https://www.teachingchannel.org/videos/bring-socratic-seminars-to-the-classroom Jot notes on a T Chart while watching video Teacher’s Role Student’s Role

21. Explain– I DO/We Do I Do/WeDo TELL– Modeling • Tell the big idea—By using questions, I listened to my peers and noticed their observations, but through questions. It gave me the sense that what I noticed mattered. With the statements, I really felt like my peer wanted to know more. • Express supporting statements—We used more questions than answers, but wanted to answer each other. • Look for more details—Asking questions is difficult, but they did make us trade ideas and understandings. • Listen for questions and respond—This whole exercise was a focus on questions. By listening, I was seeing through my peer’s eyes instead of just my own. This was interesting way to discuss an image and opinion statements.

22. Explain -- WE DO We Do: • Learning Targets (Student Friendly Language): • I can ask and answer questions about details in a text. • I can tell the main idea(central message) and moral of the story. • I can respectfully listen to others and join their conversations. • I can ask questions to the speaker to find out more information.

23. Explain—WE DO We Do Directions: Everyone needs to take time read the selection. Use the highlighters and a pen to mark the text for: 3 Questions 3 Key details 1 Inference 1 Connection 1 overall message

24. Explain– WE DO We Do: Salvador Late or Early

25. 6-12 Math Explain– WE DO We Do: Grass for Goats

26. Explain– WE DO We Do: Salvador Late or Early/Grass for Goats • Divide into three groups.(2 Salvador/1 Grass) • Bring your questions and the reading to the group. • One person ask one question. Begin a seminar by someone responding to the question with evidence from the reading. • Continue the conversation through questions and responses to questions. You will have 10 minutes.

27. Explain -- WE DO 6-12 ELA Explain– WE DO We Do: • CCSS.ELA-Literacy.CCRA.R.1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. • CCSS.ELA-Literacy.CCRA.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. • SL.CCR.1 Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

28. 6-12 Math Explain – WE DO We Do: HS A.REI.1- Explain each step in solving a simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution. Construct a viable argument to justify a solution method. 7.EE.4.b - Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and rare specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem. SMP#3 - Construct viable arguments and critique the reasoning of others.

29. Explain – Assessment • Assessment: The assessment is the TELL responses from the students and may be assessed using one of the rubrics provided.

30. Explain--Assessment

31. Explain--Assessment

32. Explain- Assessment Thinking about Socratic Seminar, where does this type of assessment fit on Webb leveling?

33. Explain– YOU DO You Do: Socratic Seminar • Select content from your lessons or unit that: • Could be turned into opinion statements to discuss • Could be used for a discussion • Could have several ways to solve a problem • Write down the directions for the Socratic exercise. • If it’s the Serialized Questioning, write down the opinion statements. • If it’s the Socratic Seminar, write down 5 questions minimum to ask students. Use Webb Leveling documents to help. • If it’s a story problem, write/draw the problem, and have questions ready to ask students.

34. Closure Learning Targets • HOT Skills • Gradual Release of Responsibility • Instructional strategies • Assessment strategies • Summative • Formative

35. 7 Student Thinking Proficiencies • Critical Thinking pages 13-14 • Creative Thinking page 39 • Complex Thinking page 65 • Comprehensive Thinking pages 89-90 • Collaborative Thinking page 115 • Communicative Thinking page 137-138 • Cognitive Transfer page 161