Transcript Guided.Practice.The.Revolution

P3 Guided Practice: Choose Effectively
and Release Gradually
YAY! GP it up! : )
Have an upcoming LP ready to go.
Do You…
Notice that your students seem to “get it” during
guided practice but struggle to perform
successfully when you release them to independent
practice?
Wish you had better strategies for helping your
students practice conceptual knowledge
objectives?
Need new ideas for how to spice up your guided
practice because you notice your kids are getting
tired of the same old practice structure?
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Why We’re Here
•
To reground in the purposes of and difference between guided
practice and independent practice
•
To learn about a new technique for gradually releasing responsibility
during Guided Practice
•
To access a variety of strategies for guided practice
•
To learn how to design guided practice that is appropriate for a
lesson’s key points, whether conceptual, procedural, or both
•
To build skill by applying what you learn to next week’s lesson plans
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Why This Matters
Students will not be prepared to successfully fly solo during Independent
Practice unless we plan Guided Practice to gradually give them more
responsibility, engage all students, provide them with frequent
feedback, and challenge them to ask and answer higher order
questions.
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How We’ll Get There
I.
A Refresher: Guided Practice and the Lesson Cycle
II. Gradual Release of Responsibility
III.A New Way to Release Responsibility during Guided Practice
IV. What This Looks Likes – Math and Science Video Clips
V.
Strategies for Getting There – The Resource Bank
VI. Pulling it Together to Plan Guided Practice: A Protocol and
Examples
VII.Guided and Independent Work Time
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First, a Refresher…
Guided Practice
When students practice the objective with the
teacher’s support so that they are prepared
to do the work on their own
Two Criteria for Strong Guided Practice:
•
All students practicing - 100% engagement
•
Students immediately receives feedback from teacher
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How Guided Practice Should Differ From the Other Phases
Introduction to New
Material
When the teacher names and frames
content, and shares his or her
expert thinking about
Independent Practice
When students practice the
objective on their own, as
they will need to on the unit
assessment and summative
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Teacher Support during the Lesson
Gradual Release of Responsibility: What we want…
High support
Maximum
support
Minimal support
and
Student
participation
A smooth transition
from teacher-driven
work time to
student-driven work
time
Maximum
Participation
Participation during the Lesson
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… and what sometimes happens
Intro to New
Material
Sudden jumps in
responsibility that
some students aren’t
prepared to take
Guided Practice
Independent
Practice
What are the consequences of facilitating a lesson
in this manner?
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Stop and Jot: Reflect on the State of Your Practice
How regularly does your Guided Practice give all
students an opportunity to practice before all of
them are expected to practice on their own?
Who does most of the hard thinking, working, and
explaining during Guided Practice – your or your
students?
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A New Way to Gradually Release Responsibility
Get the most out of Guided Practice by gradually releasing
responsibility to your students during it. Consider this
modification:
Five Step Lesson Cycle
1. Opening
2. Intro to New
Material
Seven Step Lesson
Cycle
1. Opening
3. Guided Practice
2. Intro to New
Material
4. Independent
Practice
3. SIGNIFICANT
Guidance
5. Closing
4. MODERATE Guidance
5. LESS Guidance
6. Independent
Practice
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In practice…
Step
Segment
Who’s Got the
Football?
Typical Statement
1
I
I Do
“Today we’re going to learn…”
2 Intro to New
Material
I
I Do
“The first step to adding
fractions with unlike
denominators is to make the
denominators equal.”
3 GP:
Significant
Guidance
We
I do, you help
“Okay, now let’s try it. How
did we say we were going to
make our denominators equal,
Martin?”
4 GP: Moderate
Guidance
We
You do, I help
“Okay, Camilla, you take us
through this. What’s the first
thing we should do?”
5 GP: Less
Guidance
You
You do… and we’ll
make sure
everyone’s got
it.
“Now that we’ve solved this
example, try one on your own.”
6 Independent
Practice
You
And… do… and… do…
“Great, we’re starting to get
this. There are 5 more in your
packet. Take 6 minutes and see
how many you can get exactly
right. Go!”
Opening
Modified
from Doug Lemov’s
Teach I
Like
7 Closing
I
Do a Champion, p. 72 “Today, you learned… and
tomorrow we will…”
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INM
Gradually Releasing
Responsibility
through the 7-Step
Lesson Plan Framework
Ms. Tang: 100%
Students: 0%
SIGNIFICANT Guidance
Ms. Tang: 80%
Students: 20%
MODERATE Guidance
Ms. Tang: 50%
Students: 50%
LESS Guidance
Independent Practice
Ms.Tang: 0%
Students: 100%
Ms. Tang: 20%
Students: 80%
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What This Looks Like in One Teacher’s Math Class
Check out how Gina Sequeria facilitates guided practice.
Be prepared to answer these questions:
How many students are engaging in the practice?
Who shoulders the responsibility for tough thinking?
When in relation to the completion of a problem are students receiving
feedback?
Gina Sequeria GP video link: http://www.vimeo.com/16447434
Password: tfa
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What This Looks Like in One Teacher’s Science Class
Check out how Nisha Wadhwani facilitates guided practice.
Be prepared to answer these questions :
How many students are engaging in the practice?
During partner work time, how many partners are responsible for an
outcome?
Who shoulders the responsibility for tough thinking?
When in relation to the completion of a problem are students receiving
feedback?
Nisha Wadhwani video link: http://www.vimeo.com/16461153
Password: tfa
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Reflection
In what specific ways is your Guided Practice similar to and
different from the Guided Practice examples from Gina’s
and Nisha’s classrooms?
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The Takeaway
A strong guided practice strategy gives every student the
opportunity to practice and places the responsibility for
heavy lifting on them – in small but increasingly
substantial chunks!
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Strategies for Getting There
Now that we’ve consider who did the tough thinking, how many students were
engaged in the practice, and how often students received feedback in Gina’s
and Nisha’s classrooms, let’s consider the practice structures and strategies
they used to prepare their students to work independently.
Boards Up! Gina used a straightforward and reliable guided practice technique,
the white board. Notice that each student was responsible for sharing an
answer and that Gina had her students provide a rationale.
Why it works: Gina is able to see which students arrived at the correct answer and
which ones also can explain why.
ABCD Cards Nisha used a similarly straightforward method by having her
students hold up a card indicating their answer. Each student was responsible
for doing this.
Why it works: With the color coded words, Nisha and very quickly see if all students
understand the meaning behind the vocabulary words and apply them to different
context.
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Strategies for Getting There
Read the accompanying document, Guided Practice Resource Bank, to
learn about a handful of tried and true guided practice strategies that
you could use during the significant, moderate, and less guidance
phases of your lesson.
Jot down 1-2 guided practice techniques that you use or have seen
someone use successfully, and be prepared to share out your
strategies. Be sure to consider whether your strategies meet the
criteria for effective guided practice.
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Pulling it together: Planning your GP
In order to plan an effective Guided Practice – one that gradually releases responsibility to
your students, engages all of them, and provides them with immediate feedback –
follow this process:
1.
Start with the lesson’s key points
2.
Consider how students will practice both conceptual understanding or procedural skill
(possibly separate and also practice knowledge and skills at the same time).
3.
If students will need to build conceptual understanding, design practice to give them
opportunities to:
• Show they’ve internalized key facts
• Talk and write about “how” and “why”
• Consider “what if”
4.
If students will need to build procedural skill, design practice to give them opportunities
to:
• Build student confidence in one or two steps at a time with easy numbers at first
• Be able to explain why the procedure works in math or science
• Consider “example” and “non-examples” of when the skill does and doesn’t work
BOTTOM LINE: When planning GP, FIRST think of your key points and THEN what
GP strategies will work best for student to practice and master ALL the key
points.
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Planning Effective Guided Practice, Take One - Science
The Objective: Describe and illustrate the role of decomposers and the decay of
biomass.
•
Key Points:
– Biomass is stuff (mass) that IS alive or USED TO BE alive (bio)
– Decomposers break down matter by eating it
– When decomposers break down matter, a chemical change occurs (chemical
energy --> thermal energy)
– The waste is the nutrients that are returned to the plants
•
Teacher considerations:
– These key points require student to build knowledge and conceptual
understanding
– I should design practice to give students an opportunity to learn facts
– I should also give them a chance to think about what’s occurring, how they
know, why it works that way, and what would happen if…
– One good way to build conceptual understanding is by having students
think, talk, write, and share out for feedback.
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The Practice Plan:
The Rationale:
INM: Show students the decay of bio mass, using
a visual model.
SIG GP: Students label processes in a model
diagram of biomass decay. They can use notes and
receive immediate feedback from T.
Gauge whether students have
internalized key facts.
Focuses in on key points.
MOD GP: In groups, students explain biomass
decay within a given ecosystem. They each will
answer these key questions:
Students apply their
understanding to a new
situation, using one another
as support. The questions
here are hitting at the
conceptual key points of the
lesson, but still giving
students the support of a
model.
1. How are the decomposers breaking down the
matter? What would happen if the ecosystem did
not have decomposers?
2. When the decomposers break down the matter,
what energy transformation is occurring? How do
you know?
T will cold call students to share their work
and will give feedback.
LESS GP: Students are given verbal descriptions
of an ecosystem and they will answer:
What happened to the matter? What happened to
the energy? Did it disappear?
With less support from a
model or the teacher,
students should be able to
explain the key concept
points about matter and
energy. If they can, they
are ready to take on the
responsibility of explaining
the concept on their own.
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Planning Effective Guided Practice, Take Two - Math
The Objective: SWBAT solve a system of equations using substitution of a
variable.
•
Key Points:
– Using one equation, isolate the variable to find it’s value
– In the second equation, substitute the variable for its known value in order
to isolate the other variable
•
Teacher Considerations:
– These key points require students to build procedural skills, drawing on
what they already know about variables and how to solve for variables.
– In order for students to successfully solve this sort of problem, I need to
make sure they know which steps to take and in which order, so I should
design practice to have them take one step, get feedback, and then slowly
take more steps until they can do the whole problem on their own.
– I don’t just want them to memorize steps, so I’ll plan to ask questions that
give them a chance to sharing their thinking and rationale.
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The Practice Plan:
The Rationale:
INM: Explain the process we’ll use to substitute one
variable for another to solve a system. Explain why
this works. Model how to do it by doing a think aloud
problem.
SIG GP: Poster Problem Relay Race (consult the
resource bank for a detailed description of the
strategy). The teacher poses a problem involving two
equations and prompts the first person in the group to
complete the first step. Group reporter shares out for
each group and teacher awards points. Teacher prompts
another student in each group takes to take the next
step. This repeats until the problem is complete.
The objective can be
broken down into a
smaller subset of skills
so a practice strategy in
which students can
practice each subskill,
or step, makes sense.
Each student is
responsible for an
outcome at some point
during the practice.
MOD GP: Teacher prompts students to take first two
steps on whiteboard and write why taking those steps
moves them closer to a solution. Students share
answers and teacher gives feedback.
This gives students a
chance to solve a bigger
chunk of problem on their
own, but provides
feedback before they
continue to completion.
Writing component lets
teacher CFU.
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LESS GP:
Students solve entirety of a problem on
Enables teacher to know
Consider This
•
SWBAT describe the transformation of energy in every day objects
Key Points:
• Energy does not disappear, it changes form
• Humans can change energy to get the type of energy we need
• Energy starts with a source and then goes through transformations until we have the energy
for use (source into use)
•
INM – Two examples: flashlight and running person. Teacher models identifying source, use, and the
path from stored to used energy.
•
GP - Students have pictures, match transformations to pictures in pairs at desks. Teacher goes
around and asks what they are looking at. Uses guiding questions like, what is the source? How do
you know? What type of energy? What is the use? What type of energy? What do you see would
need to happen between the source and the use? Do you see anything that is showing you the
change?
•
IP - Students look at pictures and write out energy transformations.
• Steam engine, candle, lamp, wind turbine, hydro power plant, person moving a box, the Sun
•
What additional layer would you add to the GP in order for students to have an opportunity to
practice with significant guidance, moderate guidance, and minimal guidance?
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Your Turn
Select two objectives that you will teach in the near future.
For each objective, create or refine your lesson plan to:
1.
Set a vision for student outcomes
Ex. 1: Students are 100% engaged during GP
Ex. 2: Students are prepared to start IP completely on their owns
2.
Gradually release responsibility to students during guided
practice by planning for significantly, moderately, and less
guided practice opportunities.
3.
Utilize a guided practice strategy from the resource bank
where appropriate.
4.
Be prepared to share your work and rationale with a
neighbor in 15 minutes.
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Share Out
1.
Turn to a neighbor and exchange the Guided Practice you
planned for an upcoming lesson objective.
2.
Consider whether the group of GP strategies your partner
planned for the objective will prepare his/her students for
solo work.
3.
Be prepared to share why you think so, or what edits your
partner could make to ensure that the GP prepares
students for IP.
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Closing
Only by planning Guided Practice that gradually
releases responsibility to students and engages
all students will your students be prepared to
work completely independently during
Independent Practice.
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