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AB 2913 - SDAIE for Secondary Teachers Day 3

AB 2913 - SDAIE for Secondary Teachers Day 3. Adapted from Dr. Anita Hernández By Jeffery Heil and Sally Fox. AB 2913 - SDAIE for Secondary Teachers Day 3. New signal word - teams nominate

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AB 2913 - SDAIE for Secondary Teachers Day 3

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  1. AB 2913 - SDAIE for Secondary Teachers Day 3 Adapted from Dr. Anita Hernández By Jeffery Heil and Sally Fox

  2. AB 2913 - SDAIE for Secondary Teachers Day 3 New signal word - teams nominate Teams create a poster on SDAIE lesson design (PIE) and the Six Instructional Scaffolds (How do you remember them?) Share out and review!!

  3. Review: Six Elements of Scaffolding • Modeling: • Clarifies procedure through direct experience • Provides concrete examples of what a student’s finished product may look like • Appropriate language and discourse • Some TASKS • Lecture: 10/2 model

  4. Review: Six Elements of Scaffolding • Bridging: • Provides a personal connection between the learner and the theme of the class • Taps into students’ prior knowledge relevant to the class theme • Some TASKS • Questions: Think-Pair-Share, Three-Step Interview • Quickwrites: Anticipatory Charts, novel ideas, brainstorming

  5. Review: Six Elements of Scaffolding • Contextualization: • Creates a clear experiential environment that familiarizes new, unknown concepts and throws light on them • Some TASKS • Manipulatives, video clips (with or w/o sound), handling objects, listening to music • Oral Development jigsaw: 4 pictures of fisherman, amoeba

  6. Review: Six Elements of Scaffolding • Schema Building: • Helps students establish the connections that exist between and across concepts that may otherwise appear unrelated • Helps students gain perspective with regards to where ideas fit in the larger scheme of things • Some TASKS • Compare/Contrast matrix, advanced organizers, SQ3R, Story Graph to help skim • Concept Review Jigsaw, Jigsaw project (4 immigrant stories)

  7. Review: Six Elements of Scaffolding • Metacognitive Development: • Supports students’ internalization of strategies through a conscious focus on the implementation of plans of attack • Fosters student autonomy through self-monitoring and self-assessment • Some TASKS • Reciprocal Teaching (Qs, Predict, Summarize, Clarify), • Think Aloud, self-assessment tasks

  8. Review: Six Elements of Scaffolding • Text Re-presentation: • Invites students to extend their understanding and apply it in novel formats • Some TASKS • Post cards (write home about what you’re learning), collaborative poster w/quotes and rubric, story boards • Collaborative dialogue writing, oral language development jigsaw, eye-witness accounts.

  9. Sequence of Tasks Preparing the Learner Interacting with Text Extending Understanding Elements of Scaffolding (the most common, not definitive!) Bridging, modeling, contextualization Metacognitive development, schema building, contextualization Text re-presentation, contextualization Review: Sequence of Tasks & Elements of Scaffolding

  10. Review: Sequence of Tasks &Elements of Scaffolding • Digesting the PIE • Let’s review the sequence of tasks for: • The Circuit • Fieldwork

  11. Sequence of TasksSocial Science • We are going to begin with a compare and contrast matrix. • This is something that can be used in many contexts. It is an excellent activity for schema building. • We are going to compare fieldwork in California in the 1950s to factory work in England in the late 18th/early 19th centuries

  12. Sequence of TasksSocial Science • Has anyone worked in a field before or worked on a farm/agricultural work? • In pairs, or small group, discuss/interview each other about the experience. • Use your personal experience to fill in the left column of the matrix (if you have no experience, refer to the stories we read)

  13. Sequence of TasksSocial Science

  14. Sequence of TasksSocial Science • Now, let’s learn about the Industrial Revolution. • Page 17 of part 2 of the handout packet: “The Factory: One of the Greatest” • Notice the girls in the picture, page 17B • Describe (but don’t read) the pictures: • Domestic System • First Factories (break time) • Factory Work (inside)

  15. Sequence of TasksSocial Science • Let’s look at the “Regulations” • With a partner (A & B) you are going to practice Reciprocal Teaching: Summarizing A reads, B listens, A summarizes, and B agrees or disagrees with evidence; switch roles for next paragraph: • What is the paragraph about? What is the topic or theme? • What is the most important idea? • Next, fill out the right column of the compare and contrast matrix

  16. Sequence of TasksSocial Science What would be some things we could do with this matrix? • Yes, we will use it to write a compare and contrast essay!! Why? Because it is an information, idea, and word bank… a pre-write, of course! • Where will we get the information for the topic sentence? Where will we get ideas for the supporting sentences? • Where would the ideas for succeeding paragraphs come from? • See “Formula Writing” at www.centerforlearning.org

  17. Sequence of TasksSocial Science In your teams/table groups: • Finish reading The Domestic System, The First Factories, and Factory Work. • Using the text, write a collaborative dialogue: • 50% from the text • 50% creatively added details from your prior knowledge or a creative muse

  18. Sequence of TasksSocial Science Collaborative Dialogue (50-50 this time) • The First Factories • Mr. Arkwright talking to his wife about how to entice workers to stay and work in the factory. • The Domestic System • The whole family taking part in the cotton-making process. • Factory Work/First Factories • Arkwright talking with his partner Jedediah Strutt about the misbehavior of young workers. • Choral Reading of the dialogue

  19. C & C Matrix-Left Column Describing Pictures Reciprocal Teaching Summarizing C & C Matrix-Right Column Compare and Contrast Essay Collaborative Dialogue (50/50) Choral Reading of Dialogue Sequence of TasksHow many did we model? Can you fit them into the P-I-E?

  20. Tasks 1. C&C Matrix-Left 2. Describing Pictures Scaffolds Schema-Building (no experience) Bridging (experience) Contextualization Preparing the Learner

  21. Tasks Reciprocal teaching C&C matrix-right column Scaffold Metacognitive development Schema building (metacognitive development, too) Interacting With Text

  22. Tasks Compare & contrast essay 6. Collaborative Dialogue (50/50) 7. Choral reading Scaffolds Text re-presentation (metacognitive devel-opment, schema building) Text re-presentation Text re-presentation, modeling Extending Understanding

  23. Task Analysis • What tasks have we modeled so far?? • We will put them on chart paper and display them on the wall • Remember, you are responsible for analyzing 12-15 tasks for your portfolio • You have some sample task analysis charts in the handout packet, part 3

  24. Task Analysis • The table can easily be recreated using the tables feature of Microsoft Word

  25. Reflection • Did any of our activities today remind you of successful learning experiences you have had? • Which strategies will you try in the next couple of weeks in your classroom? • Has the cumulative SDAIE training thus far rekindled interest in pedagogical approaches you may have used in the past or affirmed ones you currently use?

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