Transcript Stage 3: Learning Plan - Traverse Bay Area Intermediate

Stage 3: Learning Plan
How do we do
instruction even
better?
Essential Questions for Stage 3
 Can deliberate sequencing of lessons in a unit
contribute to student understanding?
 Does the frequency and type of questions asked
during a lesson effect student understanding?
 How does the type of instruction determine the
level of student understanding?
 How can our lesson planning help to produce
learners that are engaged, inquiring, reflective
and self- evaluate their growth?
Teachers Matter Immensely!
“If a student is in one of
the most effective
classrooms, he/she will
learn in 6 months what
those in an average
classroom will take a
year to learn. And if a
student is in one of the
least effective
classrooms in that
school, the same
amount of learning
takes 2 years.”
Deborah Loewenberg Bell
Dean of Education
University of Michigan
Address Content in Specific Ways
•Interacting with new knowledge
•Practicing and deepening knowledge
•Generating and testing hypotheses
Average Current Practices
New Knowledge
Practicing
Generating &
Testing Hypotheses
How can UbD change how content is presented
and alter the way that students learn?
Take 5 minutes to talk
with your neighbor.
How do you
communicate learning
goals to your students?
How do you present
new knowledge? How
do students practice
what they‘ve learned?
Would your pie chart
resemble the one
shown? Should the
chart change
according to the
subject being taught?
How do we go from…
The agenda
is…
I have to
complete
this by…
To…
The learning
goal today
is…
As a result of doing
this assignment, I
should :
Know more about…
Understand better…
Be more skilled at…
Stage Three Video
Understanding by Design
Using the Backward Design
Process: Stage 3
School and District Leadership…
… Not only
matters, but
also has a direct
correlation and
measureable
effect on
student
achievement!
 A system of clear learning
goals connected to
student feedback and
evaluation at the
classroom, school and
district level.
 Ensuring effective
teaching in every
classroom.
 Building background
knowledge for all
students.
The Art and Science of Teaching
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Learning goals and feedback
Interacting with new knowledge
Practicing and deepening
Generating and testing hypotheses
Student engagement
Establishing rules and procedures
Adherence to rules and procedures
Teacher-student relationships
High expectations
Taken from the work of Marzano Research Laboratory
Learning Goals
A learning goal is a
statement of what
students will know and be
able to do.
As a result of what we do
today, you will be able to
demonstrate that you:
 Understand
foreshadowing in
mysteries.
 Can revise writing to
improve use of descriptive
adverbs.
vs. Learning Activities
Activities that help students
attain the learning goals.
 Finish adverb assignment.
 Read chapter 2.
 Write a mystery story.
WHERETO
Communicating Learning Goals
Clearly state
your learning
goals by
identifying all
aspects of the
expectations
for students.
When the unit learning goals are clearly
articulated to students and they have the
opportunity to identify and record their
own learning goals, they can
become the keepers of their own
learning.
The destination and journey
become clearer.
An Old Proverb States:
You can lead a horse to
water, but you can’t
make them drink.
 We learned that maybe
with ‘reward and
punishment’ the horse
will do whatever we
ask.
 However, consider
a different goal,
“How can I make
the horse thirsty?”
WHERETO
Hook’em And Hold Their Interest
Partner Work
How could you use the
following essential
questions to ‘hook’ your
students?
 Why do some books
interest us more than
others?
 How is math relevant to
everyday life?
 Why is it important to
study the past?
 How does water quality
effect the life we live?
WHERETO
Equip, experiences, exploration, experiment….
WHERETO
Rethink, revise, refine, reflect….
WHERETO
Design evaluation, Student self-evaluation
Learning Activities
A-M-T
There are 3 kinds of learning goals in a unit
of study. We want students to acquire (A)
knowledge and skill, make meaning (M) of
“big ideas”, and be able to transfer (T) their
understandings, knowledge, and skill to
new situations.
If the segment involves new knowledge what
do you expect to see?
What learning
activities and
instruction will
optimize
students’
acquisition
of the
knowledge
and skills
targeted in
Stage 1?
 Previewing activities
 Information presented in small
chunks
 Students processing each chunk in
small groups
 Students summarizing and taking
notes after content has been
introduced
 Students reflecting on their
learning.
If the segment involves knowledge practice and
deepening activities what do you expect to see?
What activities
and teacher
facilitation will
engage
students in
making
meaning of
the big ideas
and essential
questions
identified in
Stage 1?
 Cooperative learning activities
 Practicing skills, strategies, and




processes
Examining similarities and
differences (comparing/contrasting,
classifying, creating analogies and
metaphors)
Identifying errors in thinking
Homework (guided/independent)
Revising knowledge
If the segment involves using knowledge and skills in a
new and unfamiliar situation what would you expect
to see?
What
experiences will
help students
practice and
get feedback in
the transfer
task(s) related
to the longterm goal(s)
Stage 2
performance?
 Developing and testing a
hypothesis
 Students self- assess and self- adjust
using formative assessment
feedback
 Students develop high-level
questions that promote discussion,
analysis and application of the
learning goals.
What Do You Think?
 How would you
classify the
activities on the
given sheet?
 Look at the
WHERETO model
and the A-M-T
elements.
At the end of this activity
you will be asked to write
about the benefits of
using the checklist. How
could using the checklist
improve your ability to
teach for understanding?
1. Work individually to
complete the checklist.
2. Compare your results
with another person’s
results.
Break Time
Thinking Through the Lesson Protocol
Take the next
fifteen minutes
to read
through
Thinking
Through a
Lesson:
Successfully
Implementing
High-Level
Tasks; Smith,
Bill & Hughes
Discussion
Talk to your neighbor
about the TTLP article.
•Could using the TTLP
better prepare you for
teaching a lesson?
•Are there drawbacks to
the TTLP?
•How does the TTLP differ
from your present lesson
planning process?
What’s the best use of our
limited time together?
-Bob James
Questioning Techniques
The art of holding interest
lies in “raising questions
and delaying answers…”
- D. Lodge, The Art of Fiction
Types of Questions
 Knowledge – recall data or information
 Comprehension – understand meaning
 Application – use a concept in a new situation
 Analysis – separate concepts into parts;
distinguish between facts and inferences
 Synthesis – combine parts to form new meaning
 Evaluation – make judgments about the value
of ideas or products
Ask some open-ended, not just “yes” or
“no” questions
 An open –ended question has the
advantage of allowing you to draw several
students into the discussion that otherwise
would not participate.
Ask divergent questions
 A question where there is not one
“correct” answer but where the task is to
search for many possible correct answers.
Promote discussions among students
 Allow time for students to discuss their answers in
pairs or small groups before discussing as a whole
group.
 Paraphrase student answers and encourage others to
contribute their answers.
Ask probing questions
 Questions that draw the students’
attention to things only implied in
their answers.
Consider:
Learning to tolerate the
silence while students think
through their responses.
This is probably the hardest
skill to master!
Discussion
Who asks more questions in your
class –yourself or the students?
Why might that be so?
At what point in a class do you think questioning is
most effective?
At the beginning?
During the presentation? At your conclusion?
Planning Tools
Planning Tools
Work Time