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“High-leverage” practices for teachers

“High-leverage” practices for teachers. Big . What is it about the topic [earthquakes, optics, inheritance, or acids and bases] that is so important?”

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“High-leverage” practices for teachers

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  1. “High-leverage” practices for teachers

  2. Big • What is it about the topic [earthquakes, optics, inheritance, or acids and bases] that is so important?” • Is it the topic that is important? Or is it something more fundamental and dynamic about the topic that my students should really understand?

  3. Big ideas– why are they important? • They focus your planning • They focus your planning on important goals • They help you plan for assessment • They help you make all your instructional activities hang together for kids Instructional activities cohering around a BI Activities without a BI

  4. Do you have questions that have to be resolved before we talk about cases?

  5. Decomposition Reproduction Digestion Cellular Respiration Janet’s & Brian’s cases: teaching about fungi and sound • What did you initially write down as your “big ideas” around fungi or sound? • How did Janet or Brian talk about big ideas in the video? • What are 2 observations and a question you have about the intellectual work (priming) that Janet and Brian are doing to prepare for teaching?

  6. Common curricula are not sacred things • Curricula/textbooks are rarely about big ideas • In kits? The big ideas get lost in the slew of activities that are presented • In textbooks? Encyclopedic tidal wave of information and vocabulary • You have to construct Big Ideas

  7. Look in these curricula • Do a quick survey of the chapter titles, note which seem to be tangible “things”, topics or themes, theories, or processes.

  8. Now use page 8 in your Big Idea tool to guide you in constructing a big idea out of the topic “The Respiration and Circulatory System” Puzzling phenomena The big idea Explanatorymodel

  9. Now use your Big Idea as a lens to make judgments about activities in a curriculum

  10. Your “topics” for micro-teaching: Start thinking about how to construct big ideas from these • Pick one, start thinking about it on the bus • Homeostasis • Newton’s Laws • The Gas Laws • Earthquakes

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