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Welcome

Welcome. DQ2: Helping Students Interact with New Knowledge Please sit 3 to a table and complete your Anticipation Guide. Welcome. DQ2: Helping Students Interact with New Knowledge Bev Perrault Donna Hunziker. Group Norms.

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Welcome

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  1. Welcome DQ2: Helping Students Interact with New Knowledge Please sit 3 to a table and complete your Anticipation Guide.

  2. Welcome DQ2: Helping Students Interact with 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. GOAL The participant will be able to describe and implement effective teaching strategies to help students effectively interact with new knowledge.

  5. 21st Century “ The illiterate of the 21st century will not be those who cannot read and write, but those cannot learn, unlearn, and relearn.” Alvin Toffler, 2001

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

  7. Lesson Segment Addressing Content DQ2. Helping Students Interact with New Knowledge

  8. High Probability Strategies

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

  10. 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

  11. 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

  12. Design Question 2 What will I do to help students effectively interact with new knowledge?

  13. Critical Input Experiences Providing input to students regarding new content: • Reading a section of textbook • Listening to information presented • Observing a demonstration or participating in a demonstration • Watching a short video clip • Discussions in small groups

  14. 8. Previewing New Content The Anticipation Guide was deliberately chosen to begin the process of previewing the new content. There are many ways to preview new content. The Anticipation Guide is used to activate prior knowledge of the Design Question and provide connections to experience and practice. Activating prior knowledge is considered a previewing strategy, because previewing is defined as any activity that starts students thinking about the new content.

  15. Anticipation Guide • Round Robin • Round 1: For 60 seconds, discuss an item that you rated 3 or 4. • Round 2: For 60 seconds, discuss an item that you rated 1 or 2. • When you hear the chime, switch partners.

  16. 8. Previewing New Content

  17. Previewing New Content

  18. Critical Information If students understand CRITICAL INPUT EXPERIENCES, student have a good start to accomplish the learning goal. The Art and Science of Teaching

  19. Why Critical Information A number of cognitive psychologists offer support for the position that teachers must provide guidance as to the important aspects of the new content (Anderson, Greeno, Reder & Simon 2000). Nuthall’s work suggests that those learning experiences that are critical to understanding new content should be identified and highlighted by teachers.

  20. 6. Identifying Critical Information

  21. Video 6. Critical Information

  22. 7. Organizing Students to Interact with New Knowledge

  23. Indicator # 10 Group Processing of Information

  24. 10. Processing of New Information with Students

  25. Processing the Content • Teachers’ should facilitate students actively processing the content in groups. • Research and theory supports the need for students to process new information in ways that make personal sense. • Allows students to experience content from multiple perspectives The Art and Science of Teaching

  26. Teach the Thinking

  27. Common Components of Macro-Strategies • Summarizing and Note Taking • Nonlinguistic Representation • Questions • Reflection • Cooperative Learning

  28. Using Descriptions, Discussions and Predictions to Enhance Understanding • After each small chunk of information provided students should work in small groups to describe, discuss, and make predictions regarding new information. DQ 2 - Indicator #10

  29. Jigsaw - Cooperative Learning Teams

  30. Jigsaw - Move to Expert Groups

  31. Jigsaw – Back to Original Teams

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

  33. 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?

  34. Concept Attainment • Leading students to understand a concept by asking them to compare and contrast examples (exemplars) that contain the characteristics (attributes) of the concept with examples that do not contain those attributes. • It is a PROCESS in constructing a meaningful definition of the concept.

  35. Concept Attainment Yes Snow Water No Seashell Sand

  36. Concept Attainment Yes Snow Water Candle Melted Wax No Seashell Sand Tree Branch Bark Pieces

  37. Concept Attainment Yes Snow Water Candle Melted Wax Corn Kernel Popcorn No Seashell Sand Tree Branch Bark Pieces Cream Butter

  38. Concept Attainment Yes Snow Water Candle Melted Wax Corn Kernel Popcorn No Seashell Sand Tree Branch Bark Pieces Cream Butter Where do these belong? Water Steam Glass Rod Blown Glass Metal Rust

  39. Concept Attainment Yes Snow Water Candle Melted Wax Corn Kernal Popcorn No Seashell Sand Tree Branch Bark Pieces Cream Butter Where do these belong? Water Steam Glass Rod Blown Glass Metal Rust Yes

  40. Concept Attainment Yes Snow Water Candle Melted Wax Corn Kernal Popcorn No Seashell Sand Tree Branch Bark Pieces Cream Butter Where do these belong? Water Steam Glass Rod Blown Glass Metal Rust Yes Yes

  41. Concept Attainment Yes Snow Water Candle Melted Wax Corn Kernal Popcorn No Seashell Sand Tree Branch Bark Pieces Cream Butter Where do these belong? Water Steam Glass Rod Blown Glass Metal Rust Yes Yes No

  42. 9. Chunking Content

  43. Video – Chunking Content Protocol Video: Group Processing of New Information (HS Math) http://www.youtube.com/watch?v=NkiXiw7318E&feature=relatedMesquite HS 2 Math 7:46 https://www.effectiveeducators.com/resource/show/4e2d8ed45d17508eb10899f3

  44. 11. Elaborating on New Information

  45. Video – Student Elaboration Strategies for Student Centered Discussions (HS English) https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion

  46. 12. Recording and Representing Knowledge

  47. Note - Taking Cornell Notes General Notes

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