Design Question 2

Report
Welcome
SEMINOLE COUNTY
PUBLIC SCHOOLS
DQ2: Helping Students Interact with
New Knowledge
Please sit 3 to a table and
complete your
Anticipation Guide.
Welcome
SEMINOLE COUNTY
PUBLIC SCHOOLS
DQ2: Helping Students
Interact with 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.
GOAL
The participant will be able to
describe and implement
effective teaching strategies to
help students effectively
interact with new knowledge.
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
Free Resources
 MarzanoResearch.com
 Freeology.com
 Graphic Organizers
 Teacher Forms
 Calendar
 Journal Topics
 Wordle.net
 Tagxedo.com
Lesson Segment Addressing
Content
DQ2. Helping Students Interact
with New Knowledge
High Probability Strategies
Common Language of Instruction
A research based framework that
describes and defines teaching. The
common language provides a
foundation for professional
conversation.
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
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
Design Question 2
What will I do to help students
effectively interact with new
knowledge?
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
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.
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.
8. Previewing New Content
The teacher engages students in activities that help them link what
they already know to the new content about to be addressed and
facilitates these linkages.
Teacher Evidence
 Teacher uses preview question before reading
 Teacher uses K-W-L strategy or variation of it
 Teacher asks or reminds students what they already know about the topic
 Teacher provides an advanced organizer
 Outline
 Graphic organizer
 Teacher has students brainstorm
 Teacher uses anticipation guide
 Teacher uses motivational hook/launching activity
 Anecdotes
 Short selection from video
 Teacher uses word splash activity to connect vocabulary to upcoming content
Previewing New Content
Student Evidence
 When asked, students can explain linkages
with prior knowledge
 When asked, students make predictions
about upcoming content
 When asked, students can provide a purpose
for what they are about to learn
 Students actively engage in previewing
activities
Critical Information
If students understand CRITICAL
INPUT EXPERIENCES, student have a
good start to accomplish the
learning goal.
The Art and Science of Teaching
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.
6. Identifying Critical Information
The teacher identifies a lesson or part of a lesson as involving
important information to which students should pay particular
attention.
Teacher Evidence
 Teacher begins the lesson by explaining why upcoming content is important
 Teacher tells students to get ready for some important information
 Teacher cues the importance of upcoming information in some indirect fashion
 Tone of voice
 Body position
 Level of excitement
Student Evidence
 When asked, students can describe the level of importance of the information
addressed in class
 When asked, students can explain why the content is important to pay attention to
 Students visibly adjust their level of engagement
Video
6. Critical Information
7. Organizing Students to Interact with
New Knowledge
The teacher organizes students into small groups to facilitate the
processing of new information.
Teacher Evidence
 Teacher has established routines for student grouping and student interaction in
groups
 Teacher organizes students into ad hoc groups for the lesson
 Diads
 Triads
 Small groups up to about 5
Student Evidence
 Students move to groups in an orderly fashion
 Students appear to understand expectations about appropriate behavior in groups
 Respect opinions of others
 Add their perspective to discussions
 Ask and answer questions
Frayer Model
Definition in your own words
Examples
Facts/characteristics
Indicator # 10
Group
Word
Processing of
Information
Nonexamples
10. Processing of New Information
with Students
During breaks in the presentation of content, the teacher engages
students in actively processing new information.
Teacher Evidence
 Teacher has group members summarize new information
 Teacher employs formal group processing strategies
 Jigsaw
 Reciprocal Teaching
 Concept attainment
Student Evidence
 When asked, students can explain what they have just learned
 Students volunteer predictions
 Students voluntarily ask clarification questions
 Groups are actively discussing the content
 Group members ask each other and answer questions about the information
 Group members make predictions about what they expect next
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
Teach the Thinking
• Students cannot intuit
these strategies; they
must be taught
• Active processing
requires the use of
macro-strategies, or
interacting instructional
strategies
Small chunks of
content need to
be processed
during a critical
input experience
Common Components of
Macro-Strategies
• Summarizing and
Note Taking
• Nonlinguistic
Representation
• Questions
• Reflection
• Cooperative Learning
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.
Predicting
DQ 2 - Indicator #10
Summarize
Elements
that Guide
Interactions
Clearing
Confusion
Jigsaw - Cooperative Learning Teams
Jigsaw - Move to Expert Groups
Jigsaw – Back to Original Teams
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?
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.
Concept Attainment
Yes
Snow
No
Water
Seashell
Sand
Concept Attainment
Yes
Snow
Candle
Water
Melted Wax
No
Seashell
Tree Branch
Sand
Bark Pieces
Concept Attainment
Yes
Snow
Water
Candle Melted Wax
Corn Kernel
Popcorn
No
Seashell
Tree Branch
Cream
Sand
Bark Pieces
Butter
Concept Attainment
Yes
No
Snow
Water
Candle Melted Wax
Corn Kernel
Popcorn
Seashell
Tree Branch
Cream
Sand
Bark Pieces
Butter
Where do these belong?
Water
Glass Rod
Metal
Steam
Blown Glass
Rust
Concept Attainment
Yes
No
Snow
Water
Candle Melted Wax
Corn Kernal
Popcorn
Seashell
Tree Branch
Cream
Sand
Bark Pieces
Butter
Where do these belong?
Water
Glass Rod
Metal
Steam
Blown Glass
Rust
Yes
Concept Attainment
Yes
No
Snow
Water
Candle Melted Wax
Corn Kernal
Popcorn
Seashell
Tree Branch
Cream
Sand
Bark Pieces
Butter
Where do these belong?
Water
Glass Rod
Metal
Steam
Blown Glass
Rust
Yes
Yes
Concept Attainment
Yes
No
Snow
Water
Candle Melted Wax
Corn Kernal
Popcorn
Seashell
Tree Branch
Cream
Sand
Bark Pieces
Butter
Where do these belong?
Water
Glass Rod
Metal
Steam
Blown Glass
Rust
Yes
Yes
No
9. Chunking Content
Based on student needs, the teacher breaks the content into small
chunks (i.e. digestible bites) of information that can be easily
processed by students.
Teacher Evidence
 Teacher stops at strategic points in a verbal presentation
 While playing a video tape, the teacher turns the tape off at key junctures
 While providing a demonstration, the teacher stops at strategic points
 While students are reading information or stories orally as a class, the
teacher stops at strategic points
Student Evidence
 When asked, students can explain why the teacher is stopping at various
points
 Students appear to know what is expected of them when the teacher stops
at strategic points
Protocol Video: Group Processing of New Information (HS Math)
http://www.youtube.com/watch?v=NkiXiw7318E&feature=related Mesquite HS 2 Math 7:46
https://www.effectiveeducators.com/resource/show/4e2d8ed45d17508eb10899f3
11. Elaborating on New Information
The teacher asks questions or engages students in activities that
require elaborative inferences that go beyond what was explicitly
taught.
Teacher Evidence
 Teacher asks explicit questions that require students to make elaborative
inferences about the content
 Teacher asks students to explain and defend their inferences
 Teacher presents situations or problems that require inferences
Student Evidence
 Students volunteer answers to inferential questions
 Students provide explanations and “proofs” for inferences
Strategies for Student Centered Discussions (HS English)
https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion
12. Recording and Representing
Knowledge
The teacher engages students in activities that help them record their
understanding of new content in linguistic ways and/or represent the
content in nonlinguistic ways.
Teacher Evidence
 Teacher asks students to summarize the information they have learned
 Teacher asks students to generate notes that identify critical information in the content
 Teacher asks students to create nonlinguistic representations for new content
 Graphic organizers
 Pictures
 Pictographs
 Flow charts
 Teacher asks students to create mnemonics that organize the content
Student Evidence
 Students’ summaries and notes include critical content
 Students’ nonlinguistic representations include critical content
 When asked, students can explain main points of the lesson
Note - Taking
Cornell Notes
General Notes
Graphic Organizers
Frayer Model
Definition in your own words
Examples
Facts/characteristics
Word
Nonexamples
Non-Linguistic Representations
Creating Videos
Creating Symbols
Dramatizations
Sketches/Diagrams/Photography
Non-Linguistic Representations
 Palm – Cell body
 Arm – Axon
 Fingers – Dendrite
Brain Based Learning Video:
http://www.youtube.com/watch?v=dPVxLRHBNMs
Classroom Example:
http://www.youtube.com/watch?v=aaweXw03kQI

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