DQ3: Helping Students Practice and Deepen New Knowledge

Report
Welcome
SEMINOLE COUNTY
PUBLIC SCHOOLS
DQ3: Helping Students
Practice and Deepen
New Knowledge
Please sit three to a table and
complete the
DQ3 Anticipation Guide.
Welcome
SEMINOLE COUNTY
PUBLIC SCHOOLS
DQ3: Helping Students
Practice and Deepen
New Knowledge
Bev Perrault
Donna Hunziker
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.
Self-Assessment
In this session, your
Self-Assessment is the
Anticipation Guide
Design Question 3
What will I do to help students
effectively practice and
deepen new knowledge?
GOAL
The participant will be able to
describe and implement effective
teaching strategies to help
students effectively practice and
deepen new knowledge.
Common Language of Instruction
A research based framework that
describes and defines teaching. The
common language provides a
foundation for professional
conversation.
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
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
Design Question 3:
What will I do to help students
practice and deepen their
understanding of new
knowledge?
Procedural
Knowledge
Declarative
Knowledge
• Skills, Strategies and
Processes
•Information
•Concepts
Procedural
Practice &
Feedback
Fluency
Declarative
Multiple
Exposures
Deepening
Understanding
14. Reviewing Content
The teacher engages students in a brief review of content that highlights
the critical information.
Teacher Evidence
 Teacher begins the lesson with a brief review of content
 Teacher uses specific strategies to review information
 Summary
 Problem that must be solved using previous information
 Questions that require a review of content
 Demonstration
 Brief practice test or exercise
Student Evidence
 When asked, students can describe the previous content on which new lesson is
based
 Student responses to class activities indicate that they recall previous content
14. Reviewing Content
Fold a sheet of paper in thirds and record the
Lesson Segment at the top of each rectangle
and any Design Questions and information that
would be under the Lesson Segment
17. Examining Similarities and
Differences
When the content is informational, the teacher helps students deepen
their knowledge by examining similarities and differences.
Teacher Evidence
 Teacher engages students in activities that require students to
examine similarities and differences between content
 Comparison activities
 Classifying activities
 Analogy activities
 Metaphor activities
 Teacher facilitates the use of these activities to help students deepen
their understanding of content
 Ask students to summarize what they have learned from the
activity
 Ask students to explain how the activity has added to their
understanding
17. Examining Similarities and
Differences
Student Evidence
 Student artifacts indicate that their knowledge has
been extended as a result of the activity
 When asked about the activity, student responses
indicate that they have deepened their understanding
 When asked, students can explain similarities and
differences
 Student artifacts indicate that they can identify
similarities and differences
Examining Similarities and Differences
Four Types of Tasks:
• Comparing and Contrasting
• Classifying
• Creating Similes & Metaphors
• Creating Analogies
Comparing and Contrasting
Venn Diagram
Double-Bubble Map
Double Bubble
Venn Diagram
Kindergarten
Comparing
HS Science
https://www.effectiveeducators.com/resource/show/4e2d8e725d17508eb10898e4
Classifying
Humorous Similes
• Her vocabulary was as bad as, like, whatever.
• His thoughts tumbled in his head, making and
breaking alliances like underwear in a dryer
without Cling Free.
• Long separated by cruel fate, the star-crossed
lovers raced across the grassy field toward each
other, like two freight trains, one having left
Cleveland at 6:36 p.m. traveling at 55 mph, the
other from Topeka at 4:19 p.m. at a speed of 35
mph.
Creating Metaphors
Creating Analogies
…is to…
Thermometer As
Odometer
Temperature
Distance
Concept: Measurement Devices
Analogies
is to
Dirt
As
?
is to
Land
Ocean
Concept: ___________________
Coach
Teacher
Empathetic
As
Athlete
?
Concept: ___________________
is to
is to
Happy
As
Sad
?
Concept: ___________________
Sit
Bring
As
Sat
?
Concept: ___________________
Analogies
is to
Dirt
As
Water
Concept:
is to
Land
Ocean
Parts to Whole
Coach
Teacher
Empathetic
Concept:
As
Athlete
Student
Concept: Learning Relationships
is to
is to
Happy
As
Sad
Callous
Antonyms
Sit
Bring
As
Sat
Brought
Concept: Present to Past Tense
Time for a
Break!
18. Examining Errors in Reasoning
When content is informational, the teacher helps students
deepen their knowledge by examining their own reasoning or
the logic of the information as presented to them.
Teacher Evidence
 Teacher asks students to examine information for errors or informal fallacies
 Faulty logic
 Attacks
 Weak reference
 Misinformation
 Teacher asks students to examine the strength of support presented for a claim
 Statement of a clear claim
 Evidence for the claim presented
 Qualifiers presented showing exceptions to the claim
18. Examining Errors in Reasoning
Student Evidence
 When asked, students can describe errors or
informal fallacies in information
 When asked, students can explain the overall
structure of an argument presented to support a
claim
 Student artifacts indicate that they can identify errors
in reasoning.
Kindergarten Conservation
http://www.youtube.com/watch?v=GLj0IZFLKvg&feature=relmfu (0:32 – 1:37)
Reciprocal Teaching Roles
Group Leader – Keep group focused and
on schedule
Facilitator – Asks questions to focus
dialogue
Summarizer – Summarizes content after
discussion
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?
Elementary Science
https://www.effectiveeducators.com/resource/show/4e2d8ea55d17508eb108995d
19. Practicing Skills, Strategies, and
Processes
When the content involves a skill, strategy, or process, the teacher
engages students in practice activities that help them develop fluency.
Teacher Evidence
 Teacher engages students in massed and distributed practice activities that
are appropriate to their current ability to execute a skill, strategy, or process
 Guided practice if students cannot perform the skill, strategy, or process
independently
 Independent practice if students can perform the skill, strategy, or process
independently
Student Evidence
 Students perform the skill, strategy, or process with increased confidence
 Students perform the skill, strategy, or process with increased competence
Practicing Skills, Strategies, & Processes
Three Characteristics of
Effective Practice
1. Initially provide structured
practice sessions spaced
close together
2. Provide practice sessions
that are gradually less
structured and more varied
3. When appropriate, provide
practice sessions that help
develop fluency
Massed vs.
Distributed Practice
Simultaneous Round Table
Complete
punctuation and
capitalization
errors.
Patiently
Wait
1
Pass
Paper
Check Work,
COACH,
PRAISE, &
Initial
2
_____
3
_____
4
_____
_____
Free Resources
 MarzanoResearch.com
 Freeology.com
 Graphic Organizers
 Teacher Forms
 Calendar
 Journal Topics
 Wordle.net
 Tagxedo.com
Stuck on an Escalator
http://www.youtube.com/watch?v=VrSUe_m19FY

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