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Board Work

Board Work. What have you learned lately? Make a list!!. Dimensions of Learning Authors : Robert J. Marzano and Debra J. Pickering with Daisy E. Arredondo, Guy J. Blackburn, Ronald S. Brandt, Cerylle A. Moffett, Diane E. Paynter, Jane E. Pollock, and Jo Sue Whisler.

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Board Work

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  1. Board Work What have you learned lately? Make a list!!

  2. Dimensions of LearningAuthors:Robert J. Marzano and Debra J. Pickering with Daisy E. Arredondo, Guy J. Blackburn, Ronald S. Brandt, Cerylle A. Moffett, Diane E. Paynter, Jane E. Pollock, and Jo Sue Whisler Microsoft images and clipart used with permission.

  3. Dimensions of Learning Maureen Bagg (mbagg@kusd.edu) Maria Kotz (mkotz@kusd.edu) Sharon Miller (smiller@kusd.edu) This Microsoft Powerpoint presentation collection was created by these Kenosha Unified School District No. 1 Dimensions of Learning Trainers: Jan Dahlstrom (jdahlstr@kusd.edu) Louise Mattioli (lmattiol@kusd.edu) Diana Pearson(dpearson@kusd.edu)

  4. Dimensions of Learning Habits of Mind Use Knowledge Meaningfully Extend and Refine Knowledge Acquire and Integrate Knowledge Attitudes and Perceptions

  5. Dimension 2 • Thinking Involved in Acquiring and Integrating Knowledge

  6. What do we ask students to know and be able to do? Total Body of Content Knowledge Essential, Enduring Content We Plan For and Assess

  7. STANDARDS AND BENCHMARKS

  8. CONTENT STANDARDS What are the ESSENTIALand ENDURING skills and knowledge a student should know and be able to do?

  9. CONTENT BENCHMARKSAt each grade level, what are the ESSENTIAL AND ENDURING skills and knowledge a student should know and be able to do?

  10. What Do You Teach ? Total Body of Content Knowledge Essential, Enduring Content We Plan For and Assess

  11. What have you learned lately?

  12. Dimension 2

  13. Declarative Knowledge • “Know stuff”

  14. Declarative Knowledge“Know Stuff” • Constructing Meaning • Organizing Information • Storing Information What are the rules? What type of equipment do I need?

  15. Procedural Knowledge • Know “how to do stuff”

  16. Procedural Knowledge“Know How To Do Stuff” • Constructing Models • Shaping • Internalizing How do I pass the ball? How do I shoot a free throw?

  17. Dimension 2 • Declarative Knowledge • Procedural Knowledge • “Know stuff” • Constructing Meaning • Organizing Information • Storing Information • “Know • how to do stuff” • Constructing Models • Shaping • Internalizing

  18. Declarative or Procedural? • List the characteristics of a short story • Write a haiku poem • Write down the four major causes of air pollution • Describe the safety steps for working with a bandsaw • Turn on and shut down a computer • Prepare a slide for use on a microscope • Point to the constellation Orion • Solve for x, given y • Write a unit plan

  19. Dimension 2 • Declarative Knowledge • Procedural Knowledge • Concepts/Generalizations • Organized Facts • Factlets • Macroprocesses • Strategies • Directions

  20. Declarative Procedural • KWL • Three Minute Pause • Concept Attainment • Graphic Representations • Linking • Access a Variety of Senses • Reciprocal Teaching • Before, During, and After • Think aloud as you • demonstrate a skill or • process • Students create flow • charts • Rehearse • Practice

  21. On a sheet of paper, classify examples of content knowledge you plan to use in your unit: Procedural Declarative

  22. Planning for Declarative Knowledge Which general topics will be the focus of the unit? Topic Topic Unit Topic Topic

  23. Specific Information Specific Information Topic Specific Information Specific Information What specific key information should be integrated and acquired?

  24. Specific Information Specific Information Topic Specific Information Specific Information Identifying Specific Information Within a General Topic In this topic are there: • descriptions of specific people, places, and things ? • time sequences ? • processes or casual networks? • problems and solutions? • generalizations or principles? • concepts ?

  25. At the end of a poorly planned unit, “factlets” are randomly stored in the student’s brain. f f ff F F ff ff f ff ff f F F,f= factlets

  26. Problems and Solutions Time Sequence F Problems F f f f F A better organized unit will lead students to an awareness of key ideas and the relationship among these ideas.

  27. Concepts f f f When information goes beyond facts and includes concepts and generalizations, transfer occurs from topic to topic. Generalization

  28. Colorado History Concepts: Topography, natural resources, culture Generalizations: Topography and natural resources influence the culture of a region. Organized Facts: Sequence of Events Cause and Effect Factlets: There are mountains. Miners came. There was gold.

  29. Why is it important to construct meaning?

  30. Constructing Meaning For Declarative Knowledge

  31. Constructing Meaning • Use the three-minute pause • Experience content using a variety of senses • KWL strategy • Concept Attainment • Reciprocal Teaching • Before, During, After

  32. 3 Minute Pause Ask students to do the following: • Summarize what they just experienced • Identify interesting aspects of what they just experienced • Identify confusions and try to clear them up

  33. Access a Variety of Senses

  34. K-W-L What I Want To Know or What I Think I’m Going To Find Out What I Know or What I Think I Know What I Learned

  35. Concept Attainment Exercise: Examples: Nonexamples:

  36. Organizing Declarative Knowledge

  37. Organizing Declarative Knowledge

  38. Organizing Declarative Knowledge

  39. Circulation Brain ALCOHOL Stomach Liver Dimension 2Acquiring and Integrating KnowledgeOrganizing • Alcohol is a dangerous drug. • Support 1 __________________ • Support 2 __________________ • Support 3 __________________

  40. Pictographs can organize information graphically

  41. Pictograph Recycle Saves Saves

  42. Circulation Brain Alcohol Stomach Liver Graphic Organizer

  43. Graphic Organizer Alcohol is a Dangerous Drug: Support 1: Support 2: Support 3:

  44. Visual Organizer • With your partner, select a concept that is often difficult to teach in your area. Prepare a visual representation or graphic that will help students better understand that concept.

  45. Storing Declarative Knowledge

  46. Storing Declarative Knowledge

  47. Think, Pair, Share • With your tablemates, discuss some of the strategies you use to encourage students to remember important factual knowledge or concepts and ideas?

  48. Mnemonic Strategies • My Very Excellent Mother Just Served Us Nine Pizzas. • ROY G BIV

  49. Link Strategy • Chunking • Formal Systems for Storing Info • rhyming pegword • number/picture • familiar place

  50. Link Strategy Create this picture in your head: • A brown Jersey cow • A Jersey cow named Georgia • See her standing on one hind leg, balancing on “The Big Apple” • She is wearing yellow underwear

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