Transcript Boise November 8, 2005

Classroom
Instruction
that
Presenter: Mark Foseid
Boise ID
February 24, 2006
ABOUT
COMPLEX
REASONING
PROCESSES
IDENTIFYING SIMILARITIES AND DIFFERENCES
1.
2.
3.
Comparison Reasoning
Classifying Reasoning
Abstract Reasoning (metaphors, analogies)
CUES, QUESTIONS, AND ADVANCED ORGANIZERS
4.
5.
6.
7.
8.
Inductive Reasoning
Deductive Reasoning
Constructing Support Reasoning
Analyzing Perspectives Reasoning
Analyzing Errors Reasoning
GENERATING AND TESTING HYPOTHESES
9.
10.
11.
12.
13.
14.
Decision Making Reasoning
Problem Solving Reasoning
Invention Reasoning
Experimental Inquiry Reasoning
Investigation Reasoning
Systems Analysis Reasoning
IDENTIFYING SIMILARITIES & DIFFERENCES
Looking at similarities and differences among items
(comparing), among lists of items (classifying),
among chunks of information (abstracting).
Comparison Reasoning
Classifying Reasoning
Abstract Reasoning (metaphors, analogies)
CUES, QUESTIONS, ADVANCED ORGANIZERS
Drawing conclusions and making predictions using
what we know
Inductive Reasoning
Deductive Reasoning
Generating and testing arguments and assertions
Constructing Support Reasoning
Analyzing Perspectives Reasoning
Analyzing Errors Reasoning
GENERATING AND TESTING HYPOTHESES
Taking an action when faced with a dilemma or
need
Decision Making Reasoning
Problem Solving Reasoning
Invention Reasoning
Clarifying or explaining:
- phenomena observed;
- contradictions or confusions;
- relationships among parts
Experimental Inquiry Reasoning
Investigation Reasoning
Systems Analysis Reasoning
Stimulus Questions
to Help You Choose Reasoning Process
Comparing
Classifying
Do you want to determine how certain things
are similar and different?
Do you want to organize things into groups?
Do you want to identify the rules or
characteristics that have been used to form
groups?
Do you see a relationship that no one else has
Abstracting seen? What is the abstract pattern or theme
that is at the heart of the relationship?
Inductive
Reasoning
What conclusions can you make based on what
has been observed?
Stimulus Questions
to Help You Choose Reasoning Process
Deductive What rule or rules are operating in thius
situation? Based on these rules, what can be
Reasoning concluded?
Constructing
Support
Are there errors in reasoning you want to
describe? Are there errors being performed in
a process?
Is there a position you want to defend on a
particular issue?
Analyzing
Perspectives
Are there differing perspectives on an issue
you want to explore?
Error
Analysis
Stimulus Questions
to Help You Choose Reasoning Process
Decision
Making
Problem
Solving
Is there an important decision that
should be studied or made?
Do you want to describe how some
obstacle can be overcome?
Is there something you want to improve
Invention upon? Is there something new you
want to create?
Investigation Is there some new idea or new theory
that should be described in detail?
Stimulus Questions
to Help You Choose Reasoning Process
Historical Is there something that happened in
Investigation the past that should be studied?
Projective Is there a possible or hypothetical
Investigation event that should be studied?
Experimental Is there a prediction you want to make
and test out?
Inquiry
Systems
Analysis
Are there parts of a system or the
interactions of the parts of a system
that could be analyzed?
“We learn by doing if we reflect on
what we have done” John Dewey
Organization:
1. Brief introduction to the process
2. A model for the process “Steps”
3. Graphic representation of the
process
4. Examples of Classroom Activities
5. Rubric to assess the students use of
the process
Comparing
c
Classifying
Analogy
Metaphor
::
?
Identifying Similarities and Differences
Generalizations from the research:
1. Giving students with explicit guidance in identifying
similarities and differences enhances their understanding
of and ability to use knowledge.
2. Asking students to independently identify similarities and
differences enhances their understanding of and ability to
use knowledge.
3. Using graphic or symbolic forms to represent similarities
and differences enhances student understanding of and
ability to use knowledge.
4. Can be accomplished in a variety of ways and is a highly
robust activity.
Identifying Similarities and Differences
Generalizations from the research:
Identifying Similarities and Differences can be accomplished in a
variety of ways:
COMPARING
Identifying and describing similarities and
differences among items.
CLASSIFYING
Grouping things that are alike into categories
on the basis of their characteristics
METAPHORS
Identifying the similarities in the general or
basic pattern among chunks of info
ANALOGIES
Identifying the relationships between pairs of
concepts
Mass and Weight are similar because they both:
Involve the amount of matter in an object. As
Mass increases, so does weight
Are measurable. Mass= (g.), Weight = (N)
Have a relationship with gravity.
Mass and Weight are different because
Mass is the amount of matter…doesn’t change
Weight is gravitational pull on an object…can
change
Food eaten
during frontier
days
Food eaten
today
Characteristic _______________
Variety
Preparation
Preservatives
(App. 43)
Item 1
Item 2
Item 3
Characteristic
1
Similarities and
Differences
Characteristic
2
Similarities and
Differences
Characteristic
3
Similarities and
Differences
Characteristic
4
Similarities and
Differences
(Appendix
p.43)
Rubric for Comparing
4
The student uses important, as well as some
less obvious, characteristics to compare the
items. The student accurately identifies the
similarities and differences and explains his
conclusions in a way that shows a complete
and detailed understanding of the items.
3 The student uses important characteristics to
compare the items. The student accurately
identifies the similarities and differences and
explains his conclusions.
Rubric for Comparing
2
1
The student uses characteristics to compare
the items, but not the most important
characteristics. The student’s comparison
and conclusions show some
misconceptions about the items.
The student uses insignificant characteristics
to compare the items. The student’s
comparison and conclusions show many
misconceptions that indicate the student
does not understand the items.
Key Points: Comparing
1. Because the process of comparing can
be overused, it is important to ask if it is the best
process to use to help students extend and refine the
identified content knowledge.
2. Students need extensive modeling,
practice, and feedback in order to become skilled at
identifying meaningful and interesting characteristics
to use in comparison tasks.
3. Students should understand that the
purpose of doing a comparison task is to extend and
refine knowledge. A questions such as, “What did
you discover?” helps to reinforce this understanding.
The STEPS to Classifying Reasoning
Grouping items into definable categories on the basis of their attributes
1. Identify the items you want to classify.
2. Select what seems to be an important item and identify
other items like it based on their attributes.
3. State the rule that describes membership in this category.
4. Select another item and identify others that are like it.
5. State the rule that describes membership in this category.
6. Repeat the previous two steps until all items are classified
and
each category has a rule that describes it.
7. If necessary, combine categories or split them into smaller
categories and state the rules for those categories.
Rubric for Classifying
4 The student organizes the items into
meaningful categories and thoroughly
describes the defining characteristics of each
category. The student provides insightful
conclusions about the classification.
3 The student organizes the items into
meaningful categories and describes the
defining characteristics of each category.
Rubric for Classifying
2 The student organizes the items into
categories that are not very meaningful, but
addresses some of the important
characteristics of the items.
1 The student organizes the items into
categories that do not make sense or are
unimportant.
A Handbook for Classroom Instruction That Works p. 28
Key Points: Classifying
1. Categories should be related to one another or parallel.
2. It is important to focus on attributes that are
important and meaningful to the content.
3. Students must understand the defining characteristics
of the categories well enough to justify placement of
the items – which gets more difficult with complex
content.
4. Having students classify and then reclassify is a key to
helping them notice unique distinctions and
connections that they might not have noticed had they
classified the items only once.
ANALOGIES
Creating analogies is the process of
identifying relationships between pairs
of concepts-in other words, identifying
relationships between relationships.
Like metaphors, analogies help us to see
how seemingly dissimilar things are
similar, increasing our understanding of
new information.
Identifying Similarities and Differences
TYPES OF RELATIONSHIPS
COMMON TO ANALOGIES
Similar Concepts
Part to Whole
Dissimilar Concepts
Change
Class Membership
Function
Class Name or Class
Member
Quantity/Size
Pkt. 1.2
Typically, analogical thinking takes on the form
A:B:: C:D, read as, “A is to B as C is to D”
(Sternberg, 1977)
For Example:
Hot:cold::night:day (“hot is to cold as night is to
day”) cold and day are opposites of hot and night,
respectively.
Carpenter:hammer:: artist:brush (“carpernter is to
hammer as artist is to brush”) hammer and brush
are tools used by a carpenter and an artist,
respectfully.
Pkt. 1.3
Steps to teaching analogies:
1. Present students with structured examples of analogies.For
example, a teacher might introduce the format for analogies by
providing students with content-area examples like the
following:
Thermometer is to temperature
as
Odometer is to mileage
Or
Willy Loman is to tragedy as Falstaff is to comedy
Ask students to explain how the the relationship between A and
B is similar to that between C and D.
Pkt.2.1
2. Present students with open-ended analogies.
For example, provide students with an incomplete
analogy like the one below;
Evaporation:water
As
Condensation: (
Pkt.2.2
)
3. Present students with a graphic organizer for
analogies:
For example:
is to
Relationship:_____________
As
(App.2/24, p6)(pkt2.3)
is to
For example:Graphic organizer to help students
understand the nature of analogies
hammer
is to
carpenter
carpenter
Relationship:tools used frequently by
given professionals
As
Brush
is to
painter
Painter
4. Present students with analogy problems.
For example:
Accelerate:Decelerate::Amicable:___________
A. Friendly
B. Cooperative
C. Hostile
D.Enemy
Pkt3.1
COMMON ANALOGY RELATIONSHIPS
Similar Concepts
Adjacent concepts are synonyms or similar in meaning.
Rumor:gossip::energize:__________
demoralize
support
invigorate
Dissimilar Concepts
Adjacent concepts are antonyms or dissimilar in meaning.
Happy:sad::tall:________
short
long
COMMON ANALOGY RELATIONSHIPS
Class Membership
Adjacent concepts belong to the same class or category.
Otter:turtle::red:_________
cat
purple
mood
Class Name and Class Member
One element in a set is a class name, the other is a member of the class
Ballpoint:pen::beetle:_______
plant
winter
Part to Whole
One element in a set is a part of the other element in the set.
blade:fan::sleeve:__________
pants
shirt
arm
Change
One element in a set turns into the other element.
Maggot:fly::seed:__________
plant
worm
dirt
pkt.4.1
Function
One element in a set performs a function on or for another.
golfer:club::_____________: student
homework
book
tutor
Quantity/Size
The two elements in the set are comparable in terms of quantity or
size.
Mountain:anthill::____________:mouse
elephant
ant
gerbil
pkt.4.2
Identifying Similarities and Differences
Graphic Organizer for the Abstract Reasoning
in Analogies
is to
Relationship:
as
(APP 43.10)
is to
Identifying Similarities and Differences
Graphic Organizer for the Abstract Reasoning
in Analogies
thermometer
is to
temperature
Relationship: Measure incremental changes in something
as
odometer
is to
distance
LEVERS
A lever is a bar that is free to move
about a point called a fulcrum. The
force applied to one end of a lever is
called the effort force. The force that is
overcome at the other end is called the
resistance force. A lever has two arms.
The effort arm is the distance from the
effort force to the fulcrum. The
resistance arm is the distance from the
resistance force to the fulcrum.
Principles of Science, Heimler,Neal,
Solving Analogy Problems
as
David Hyerle’s Bridge Map
(App. 2/24, p7)(pkt.4.3)
Solving Analogy Problems
Solving Analogy Problems
Solving Analogy Problems
book
backpack
as
document
portfolio
…is carried in
…relating factor
compound
elements
as
batter
ingredients
…a new substance made up of
…relating factor
Solving Analogy Problems
Cell membrane
Cell
as
Offensive Line
Football team
…only lets certain things pass through
…relating factor
Tsunami
Wave
as
Earthquake
Tremor
……….is an extreme example of
…relating factor
Solving Analogy Problems
eye
see
as
tongue
?
…is used to
…relating factor
walk
run
as
?
?
…an acceleration or amplification
…relating factor
Solving Analogy Problems
book
backpack
document
portfolio
as
…is carried in
…relating factor
as
as
…relating factor
YOU CREATE ONE!
SHARE WITH A PARTNER
as
Steps to the Analogy Process
Example: Man : Boy :: king: _________
• Identify relationships between the first two
elements in the first set (man and boy).
• Identify which element is the first set (man) is
most closely related to the single element in
the second set (king).
• Identify which of the completion choices
would make the second set of elements have
the same relationship as the first set.
Identifying Similarities and Differences
Analogies
You do some! Be sure to describe the relationship!
1. Spring : Ring :: Coil : (rope, cowl, loop, stretch)
2. Gutenberg : (broadcasting, theology, genetics, printing) ::
Marconi : Radio
3. Wisdom : (science, sage, goodness, educator) :: Skill :
Virtuoso
4. Dive : (descend, water, float, sink) :: Depth : Surface
5. Surname : Pseudonym :: Clemens : (Samuel, Eliot, Finn,
Twain)
6. Elbow : Nerve :: Hinge : (lever, electricity, fulcrum, wire
7. Homophone : (paradigm, antonym, synonym, acronym) ::
Sound : Meaning
(APP. 2/24, p8)
Identifying Similarities and Differences
Analogies
You do some - more!
8. Vinegar : (apple, oil, tea, lemon) :: Acetic : Citric
9. Candide : Voltaire :: (Pirandello, Carmen, Quixote,
Lazarillo) : Cervantes
10. Salk: Polo :: (Pasteur, Sabin, Lister, Currie) : Rabies
11. Wagon: Limousine :: (passenger, vehicle, buckboard,
teamster) : Chauffeur
12. Light : Snack :: (consume, simple, hearty, gobble) : Feast
13. Mason : (jar, trowel, brick, divider) :: Draftsman :
Compass
14. Common : (combined, plain, stock, crossing) ::
Intersection : Union
15. (festival, week, moon, calendar) : Monday :: Holy :
Holiday
(APP. 2/24, p9))
Identifying Similarities and Differences
Analogies
1.
2.
3.
4.
5.
6.
7.
8.
Answers!
A spring forms or has the shape of a coil, and a ring forms a loop
Marconi is recognized as the inventor of radio, and Gutenberg is
recognized as the inventor of movable type for printing
A sage posses an extraordinary degree of wisdom; a virtuoso possesses an
extraordinary degree of skill
To dive is to descend into the water’s depth; to float is to stay on the
surface of the water
Mark Twain’s real name was Samuel Clemens; his real surname Clemens,
but he used Twain as a pseudonym
The elbow of an arm functions similar to a hinge on a door or gate, a
nerve is a cordlike fiber that functions in the nervous system similar to a
wire in an electrical system
Words that have the same sound are called homophones; words that have
the same meaning are called synonyms
Vinegar contains acetic acid; a lemon contains citric acid
Identifying Similarities and Differences
Analogies
9.
10.
11.
12.
13.
14.
15.
You do some - more!
Candide is a character in a novel by Voltaire; Don Quixote is a character
in a novel by Cervantes
Salk developed the first polio vaccine, Pasteur developed the first rabies
treatment. (Sabin developed another polio vaccine, Lister promoted
antiseptics, Curie discovered radium)
A wagon is driven by a teamster (a term deriving from the “team” of
horses that pulls the wagon and a limousine is driven by a chauffeur
A snack is a light meal, while a feast is a hearty meal
A compass is a tool used by a draftsman, and a trowel is at tool used by a
mason (Masons use bricks, but bricks are not considered tools; a divider is
another tool used by draftsmen.)
In math, the intersection of 2 sets is a set that contains only the elements
that are common to both sets; the union of two sets is a new set that
contains all the combined elements of both sets
The word holiday is derived from the word holy (holy day), and the word
Monday is derived from the word moon (moon day)
IN CONCLUSION...
The eight analogy relationships identified by
Lewis and Greene (1982) are common to tests
that use analogies.
Reflection:
Explain how you might include the analogy
process into curriculum.
Write an analogy that would increase student’s
understanding of a concept or term in a present
unit of study. Share with the group.
Metaphors and Extended Metaphors
Analogy
Metaphor
::
Metaphors are bridges. They create images, and, by connecting any
two different ideas, person, places, and things, they show things in
new ways.
The eyes are the windows to the soul.
Trees are earth’s hair.
Love is a rose
Creating Metaphors
The process of explaining how two seemingly
different items are actually similar, at a
general level.
Creating Metaphors
1. Identify key characteristics of an item, or the
important information in a passage.
2. State the key characteristics or important
information in more general terms.
3. Apply that general language to a new, seemingly
different, specific item or passage in a way that
exposed the similarities between the original and the
new.
4. Explain what you learned.
Pkt 5.1
The process of identifying and articulating
the underlying theme or general pattern of
information.
1. Identify what is considered important or basic to the
information or situation with which you are working.
2. Write that basic information in a more general form by
• replacing words referring to specific things with
words referring to more general things, and
• summarizing information whenever possible.
3. Find new information or a situation to which the general
pattern applies.
Pkt.5.2
Original information
General
pattern
New information
EXTENDED METAPHOR….ABSTRACTING
PROCESS
Directions:
•Read C.L. Sholes
•List specific/literal events
•Generalize the events
•Think of a new situation that fits the same pattern
Identifying Similarities and Differences
When C.L. Sholes was inventing a
typewriting machine in the early 1870’s, he found that
the machine jammed if he typed too fast. So he
deliberately arranged the positions of the letters in a
way that forced typists to work slowly. Nevertheless,
Sholes’ typewriter design was still a great improvement
over earlier models, and so it was soon in use all over
the world.
Today, even though typewriters have been improved
in many ways, nearly all of them have keyboards like
the one Sholes devised in 1872. The letter arrangement
is called QWERT, after the five left-hand keys in the top
letter row. You can see QWERT keyboards on
computer consoles as well as on typewriters.
SHOLES - continued
Unfortunately, the QWERT arrangement slows
typing, encourages errors, and causes greater fatigue
than another arrangement devised by August Dvorak
in 1930, which has proved in several tests to be much
faster and more accurate than QWERT.
Millions of people have learned the QWERT
keyboard, however, and it is being taught to students
in schools right now. So it seems that we will continue
to live with this 19th century mistake.
Step 1—Specific/Literal
Step 2—General/Abstract
C.L. Sholes invented a
keyboard, QWERT, that
would slow down typists, thus
solving the problem of key
sticking.
Someone invented/created
something to address an
issue/problem.
Typewriter keys stopped
sticking
The issue/problem went away.
Another keyboard was
invented that was shown to be
better than QWERT.
Something else was invented
that was shown to be better
than the original.
QWERT is still used despite
the fact that keys no longer
stick and another keyboard
configuration was shown to
be better.
The original invention is still
used/accepted even though
the issue/problem is no longer
present, and something new
has been shown to be better.
Specific/Literal
General/Abstract
Specific/Literal
1. C.L. Sholes invented a 1. Someone invented
keyboard, QWERT, that
or created something
would slow down typists,
to address an issue or
thus solving the problem
problem.
The internal combustion
engine improved speed
and efficiency of moving
people and goods around
2. Typewriter keys
stopped sticking.
2. The issue or
problem went away.
Transportation became
more efficient. More jobs,
and pollution, resulted
3. Another keyboard
was invented that was
shown to be superior
than QWERT.
3. Something else was
invented that was
shown to be superior to
the original.
Hydrogen powered cars
and trucks were
invented…just as efficient
moving people and goods
around AND non polluting
4. QWERT is still used
despite the fact that
keys no longer stick
and another keyboard
configuration was
shown to be better.
4. The original
invention is still used or
accepted even though
the issue or problem is
no longer present &
something new is
shown better.
Gasoline engines
are still used
despite problems
they cause
of the keys sticking
Specific/Literal
Step 1
General
Pattern
Step 2
General Pattern
in new Specific
Step 3
THE EMPEROR’S NEW CLOTHES
There once was an emperor who loved new clothes.
One day two swindlers convinced him that they could
make him very special clothes that would be invisible
to anyone foolish or unfit for office. The emperor
placed an order immediately, thinking that he would
now be able to distinguish wise men from foolish men.
As the swindlers set up their looms and began to
work, many people stopped to see the fabric they were
weaving. Each person, afraid to admit that they could
see no fabric, raved about the beautiful color and
texture.
(continued on next slide)
(App. 2/24, p10-11)
THE EMPEROR’S NEW CLOTHES
(continued)
Finally, one morning the clothes were ready. The swindlers
presented them to the emperor and pretended to dress him and put
imaginary final touches on each piece. The emperor, staring at
himself naked in the mirror, agreed that they were the finest clothes
he’d ever seen.
The emperor’s subjects had gathered from far and wide to view
the new clothes they had all heard so much about. As the emperor
marched through the streets, people talked of how beautiful the
clothes were. Then, a little boy, not knowing that he would seem
foolish if he could not see the clothes, shouted out, “The Emperor
has nothing on!” Soon, everyone joined in, “the Emperor is naked!”
The Emperor now felt foolish, but he held his head high and tried
to maintain his dignity. The crowd laughed and laughed.
Specific/Literal
General/Abstract
A vain emperor was convinced by
swindlers that they could make him
special clothes that would be
invisible to anyone foolish or unfit
for office.
A person in power with a flaw or an
obsession is taken advantage of by
someone who promises something
unrealistic.
People raved about the color &
texture of the fabric, afraid to admit
they could see nothing.
Other people see that what was
delivered is not what was promised but
are afraid to speak out.
When the clothes were ready, the
The person in power, because of his
naked emperor paraded through the flaw or obsession, refuses to
streets to show off his new clothes. acknowledge the reality of the
situation.
A little boy shouted, “The emperor
has nothing on!”
Even though everyone laughed at
the emperor, he continued to
pretend that he had on clothes
An innocent person exposes the
truth.
All other people speak out, but the
person in power still refuses to
acknowledge the truth.
In the 1820’s, U.S. settlers began moving into the
Mexican territory of Texas. At first, the settlers were content
to live under the new Mexican republic. But when Santa
Anna came to power, he laid down oppressive new laws,
making the settlers so resentful of his government that
finally, in 1836, they declared Texas to be independent of
Mexico.
Santa Anna led an army into Texas to punish the
rebels. At a fortress call the Alamo, his troops defeated a
vastly outnumbered force of Texans. All of the Texas rebels
were killed, but their courage in the face of great odds
inspired a rebel battle cry: “Remember the Alamo.” A few
months later, the Texans got their revenge. One day, when
Santa Anna’s troops were resting in their camp, the Texans
launched a surprise attack and defeated Santa Anna. After
this defeat, Santa Anna agreed to grant Texas its
independence.
(App. 2/24, p13)
Step 1—Specific/Literal
Step 2—General/Abstract
In 1820, U.S. citizens settled
in the Mexican Territory of
Texas.
People from outside entered
and settled into a part of an
established place.
Santa Anna, ruler of this
territory, passed oppressive
laws and eventually drove the
new settlers to declare Texas as
independent.
Santa Anna fought back and
began to defeat the rebels in
military battles—e.g., The Alamo
The leader of the established
place was oppressive to
newcomers. Newcomers declared
their part now belonged to them.
The rebels would not give up
and finally defeated Santa
Anna in a sneak attack. Santa
Anna granted Texas its
independence.
The newcomers would not give
up and finally won with a sneak
attack. The leader yielded and
gave the newcomers the part
they wanted.
(App. 2/24, p14)
The leader fought back and
began to win—some very
highly publicized victories.
1. Step 1 of the process-identifying the important or basic
literal information-is often the most challenging for
students. They will need many opportunities to practice
this step.
2. Students often have questions about how general
language in the abstract pattern should be. The level of
generality that’s appropriate depends on the content and
purpose of the assignment.
3. As students apply a general pattern to new specifics and
identify the obvious connections, encourage them to make
connections that are less obvious and more interesting.
Pkt.5.3
Percentile
Gain
3. Reinforcing effort and providing
recognition
29
Reinforcing Effort and Providing Recognition
.
Generalizations from research on Reinforcing Effort
1. Not all students realize the importance of believing in effort.
2. Students can learn to change their beliefs to an emphasis on
effort.
Generalizations from research on Providing Recognition
1. Rewards do not necessarily have a negative effect on intrinsic
motivation.
2. Reward is most effective when it is contingent on the attainment
of some standard of performance.
3. Abstract symbolic rewards like verbal recognition are more
effective than tangible rewards.
Pkt.6.2
Effort Rubric
4. I worked on the task until it was completed. I
pushed myself to continue working on the task even
when difficulties arose or a solution was not
immediately evident. I viewed difficulties that arose as
opportunities to strengthen my understanding.
3. I worked on the task until it was completed. I
pushed myself to continue working on the task even
when difficulties arose or a solution was not
immediately evident.
2. I put some effort into the task, but I stopped
working when difficulties arose.
1. I put very little effort into the task.
Achievement Rubric
4. I exceeded the objectives of the task or lesson.
3. I met the objectives of the task or lesson.
2. I met a few of the objectives of the task or
lesson, but did not meet others.
1. I did not meet the objectives of the task or
lesson.
Pkt.7.1
Keeping Track of My Learning
Name Patrice Austin
Benchmark Adds and subtracts simple fractions
My Goal: To reach a 3 by March 17th.
4
A March 3
B March 4
3
C March 6
D March 7
E March 11
2
F March 14
G March 17
1
H March 19
I March 24
J
0
A B C D E F G H I
J
Date_______
Date_______
Date_11/15_
Date_10/31_
Date_10/20_
Date_10/1_
Date_9/24_
Date__9/17_
My Progress in Writing ProcessContent and Organization
4
3
Goal
2
1
Date______
Date_______
Date_11/15_
Date_10/31_
Date_10/20_
Date_10/1_
Date_9/24_
Date__9/17_
My Progress in Writing Process—Content and Organization
4
3
Goal
2
1
Effort
Achievement
Reinforcing Effort and Providing
Recognition
Implications
• Chart effort and achievement using
effort and achievement rubrics
• Teach students that effort affects
achievement
• Establish a rationale for recognition
• Use effective praise as feedback
Pkt.7.2
Vary Your Responses to Student’s Incorrect Answers
1. What is the most frequently broken bone in the
body?
(The clavicle – collar bone)
2. Spell broccoli.
3. What do you call a baby rabbit? (A kitten)
4. What is the name of the first shot in a billiards
game? (The break)
5. What is Queen Elizabeth’s surname? (Windsor)
Vary Your Responses to Student’s Incorrect Answers
6. The city of Singapore is in what country?
(Singapore)
7. What is the second tallest mountain in the world?
(K2. It is next to Everest.)
8. How many items are in a gross? (144)
9. What book did Ken Kesey write that was turned
into an Oscar Award winning movie?
(One Flew Over the Cuckoo’s Nest)
10. Spell Albuquerque.
Using
Cues,
Questions,
Advance
Organizers
Percentile
Gain
9. Providing cues, questions, and
advanced organizers
22
Warm-up:Fill in the blanks
The questions that p_______ face as they raise
ch_________ from in_______ to adult life are not easy to
an_________. Both fa_______ and m____________ can
become concerned when health problems such as
co_______ arise any time after the e_________ stage to
later life. Experts recommend that young ch________
should have plenty of s_________ and nutritious food for
healthy growth. B_______ and g_______ should not
share the same b________ or even sleep in the same
r_________. They may be afraid of the d_______.
Warm-up:Fill in the blanks
The questions that poultrymen face as they raise chickens
from incubation to adult life are not easy to answer. Both
farmers and merchants can become concerned when health
problems such as cough arise any time after the egg stage to
later life. Experts recommend that young chicks should
have plenty of sunshine and nutritious food for healthy
growth. Banties_ and geese should not share the same
barnyard or even sleep in the same roost. They may be
afraid of the dark.
Our Prior
Knowledge
• helps us
construct
meaning.
Aoccdrnig to a rscheearch at
Cmabrigde Uinervtisy, it deosn’t
mttaer in what oredr the ltteers in
a word are, the olny iprtmoatnt
tihng is that the frist and lsat
ltteer be at the rghit pclae.
The rset can be a toatl mses and
you can still raed it wouthit
porbelm. This is becusae the
huamn mnid deos not raed ervey
lteter by istlef, but the word as a
wlohe.
Our Prior
Knowledge
• helps us
construct
meaning.
This procedure is actually quite simple. First, you
arrange items into different groups. Of course, one
pile may be sufficient depending on how much there
is to do. If you have to go somewhere else due to a
lack of facilities, that is the next step; otherwise, you
are pretty well set. It is important not to overdo
things. That is, it is better to do too few things at
once than too many. In the short run, this may not
seem important, but complications can easily arise.
A mistake can be expensive as well. At first, the
whole procedure will seem complicated. Soon,
however, it will become just another facet of life. It is
difficult to foresee any end to the necessity for this
task in the immediate future, but then one can never
tell.
After the procedure is complete, you arrange the
materials into different groups again. Then you can
put them into their appropriate places. Eventually,
they will be used again, and the whole cycle will then
have to be repeated. However, that is a part of life.
Be sure to identify the Essential Knowledge for
which student should create summaries, notes, and
nonlinguistic representations, and which warrant
the use of cues, advance organizers, and questions.
Learning Goals
As a result of what we do today, you will be
able to demonstrate that you:
Understand the technique of
foreshadowing in mysteries.
Can revise writing to improve use of
descriptive adverbs.
Using Cues and Questions
Generalizations from the research:
1. Cues and questions should focus on what is important
as opposed to what is unusual.
2. “Higher level” questions produce deeper learning
than “lower level” questions.
3. “Waiting” briefly before accepting responses from
students has the effect of increasing the sophistication
of students’ answers.
4. Questions are effective learning tools even when asked
before a learning experience.
CUES are explicit, straightforward
reminders or hints about what students
are about to experience.
Questions can also give students hints about
what they are to experience. Additionally,
questions should be designed to help students
obtain a deeper understanding of content and to
increase their interest in the topic.
Advance Organizers are structures given to
students before the learning experience to help
them organize the information they are receiving.
What I
KNOW
about
What I
WANT to
know about
What I
LEARNED
about
Research indicates that the more
students know about a topic, the more
they tend to be interested in it.
Space Unit Learning Goal:
Students will understand the relationship of the various planets
to the sun and to each other.
“What do you know
about UFO stories and
alien sightings?”
Questions
Higher level
questions require
students to
analyze
information and
then restructure
that information
or apply what
they know.
Recall
Questions
Inferential
Questions
Analytic
Questions
Where is Mesopotamia located?
What are the major bodies of water
that surround Mesopotamia?
What are the major cities of
Mesopotamia?
What are the characteristics of
urban development in ancient
Mesopotamia?
What environmental and cultural
factors influenced the development
of civilizations in the Indus Valley?
INFERENTIAL QUESTIONS
Asking
inferential
questions
allows
students to
tap into their
prior
knowledge in
order to fill
in a great
deal of
information
not stated.
Events
Things/People
Actions
State of Being
Using Advance Organizers
Generalizations from the research:
1. Advance organizers should focus on what is
important as opposed to what is unusual.
2. “Higher level” advance organizers produce
deeper learning than “lower level” advance
organizers.
Common Patterns
Generalization/
Principle
Description
Example
Example
Example
Comparison
Time Sequence
1
Cause
Cause
Cause
Cause
Cause
Effect
2
Situation: Students are going to the Natural History
Museum to spend time viewing the nature
dioramas.
Identify the knowledge that you might want students to
gain as a result of this trip.
Prepare an advance graphic organizer for them to
use during their visit.
Classroom Recommendations
1. Help students understand that
using cues, questions, and advance
organizers can enhance their ability
to retrieve and use what they
already know about a topic.
Classroom Recommendations
2. Engage students in activities that:
- Provide explicit clues to what they will be
learning.
- Use inferential and analytic questions as
a tool prior to presenting new information to
help students think more deeply about new
content. (Questions may also be used
during and after introducing new content).
- Use “wait time” to help deepen students
answers.
- Use various graphic advance organizers
to organize new content.
Classroom Recommendations
3. Create structures for students
to receive feedback on how the
use of cues, questions, and
advance organizers is helping
them retrieve and use what they
already know about a topic.
To what extent do we engage in this behavior
or address this issue?
1 >>>>>>2>>>>>>>3>>>>>>4
Not at all
To a great extent
Generating and Testing Hypotheses
Generating and Testing Hypotheses
Generalizations from the Research
Hypothesis generation and testing can be approached in a more
inductive or deductive manner. P. 104
Teachers should ask students to clearly explain their hypothesis
and their conclusions. P. 105
Classroom Practice in Generating and Testing
Hypothesis
“Teachers can use the process in different tasks across all
disciplines. The following six types of tasks all employ hypothesis
generation and testing.” (pp 106-110)
Generating and Testing Hypotheses
Problem Solving
Invention
Decision Making
Systems Analysis
Experimental Inquiry
Investigation
pkt.7.3
About
Decision Making
Reasoning
Two weeks in London
$3,750
Two weeks in Hawaii
$3,300
Two weeks in a Cabin
In the Adirondacks
$1,800
The STEPS to Decision Making Reasoning
1. Identify a decision you wish to make and the
alternatives you are considering.
2. Identify the criteria you consider important.
3. Assign each criterion an importance score.
4. Determine the extent to which each alternative
possesses each criterion.
5. Multiply the criterion scores bye the alternative
scores to determine which alternative has the
highest total points.
6. Based on you reaction to the selected alternative,
determine if you want to change importance
scores or add or drop criteria.
Decision Making
?
Decision Making
?
Generating and Testing Hypotheses
Steps for Decision Making Reasoning
Generating and applying criteria to select from among seemingly
equal alternatives. More simply, it is the process of developing
and using criteria to select from choices that seem to be equal.
1.
2.
3.
4.
5.
6.
7.
What am I trying to decide?
What are my choices?
What are important criteria for making this decision?
How important is each criterion?
How well does each of my choices match my criteria?
Which choice matches best with the criteria?
How do I feel abut the decision? Do I need to change
any criteria and try again?
(App. 2/24, p15)
Yugo
Tempo
Blazer
Lexus
Cost
4
4x
4x
4x
4x
MPG
2
2x
2x
2x
2x
Roomy 2
2x
2x
2x
2x
Safety 4
4x
4x
4x
4x
Style
1x
1x
1x
1x
1
Cost
Approx
Yugo
Tempo
Blazer
Lexus
4
4x
4x4
4x
4x4
4x
4x2
4x
4x0
2
2x
2x4
2x
2x4
2x
2x2
2x
2x2
2
2x
2x0
2x
2x2
2x
2x2
2x
2x2
4
4x
4x0
4x
4x4
4x
4x2
4x
4x1
1
1x0
1x
1x2
1x
1x3
1x
1x
1x
$18,000
Approx.
MPG
15 in city
Room for
Roomy
3 kids
Consum.
Safety
Report
How I
Style
look IN
the car
4
Yugo
Cost
Approx
Blazer
Lexus
4
4x
4x4
4x4
4x4=16
4x
4x4
4x4
4x4=16
4x
4x2
4x2
4x2=8
4x
4x0
4x0
4x0=0
2
2x
2x4=8
2x4
2x
2x4=8
2x4
2x
2x2=4
2x2
2x
2x2=4
2x2
2
2x
2x0
2x0=0
2x
2x2
2x2=4
2x
2x2
2x2=4
2x
2x2
2x2=4
4
4x0=0
4x
4x0
4x4=16
4x
4x4
4x2=8
4x
4x2
4x1=4
4x
4x1
1
1x0=0
1x0
1x
1x2=2
1x2
1x
1x3=3
1x3
1x
1x4=4
1x
1x
24
46
27
16
$18,000
Approx.
MPG
Tempo
15 in city
Room for
Roomy
3 kids
Consum.
Safety
Report
How I
look
StyleIN
the car
4
Yugo
Cost
Approx
Blazer
Lexus
4
4x
4x4
4x4
4x4=16
4x
4x4
4x4
4x4=16
4x
4x2
4x2
4x2=8
4x
4x0
4x0
4x0=0
2
2x
2x4=8
2x4
2x
2x4=8
2x4
2x
2x2=4
2x2
2x
2x2=4
2x2
2
2x
2x0
2x0=0
2x
2x2
2x2=4
2x
2x2
2x2=4
2x
2x2
2x2=4
4
4x0=0
4x
4x0
4x4=16
4x
4x4
4x2=8
4x
4x2
4x1=4
4x
4x1
1
1x0=0
1x0
1x
1x2=2
1x2
1x
1x3=3
1x3
1x
1x4=4
1x
1x
24
46
27
16
$18,000
Approx.
MPG
Tempo
15 in city
Room for
Roomy
3 kids
Consum.
Safety
Report
How I
look
StyleIN
the car
4
Key Points: Decision Making
1. Help students understand how important it is to
generate clear criteria that accurately identify the
conditions that selected alternatives need to meet.
2. Hold students accountable for rigorously applying
criteria to alternatives.
3. Vary the way that you use decision making to
maximize its potential for encouraging students to use
the knowledge they are learning in a unit of study.
DECISION MAKING Task
It is 1969. You are on the board of Time
magazine. For the cover of the December issue, you
want to select a Person of the Decade. Your job is to
decide which person should be selected and justify
your decision to the publishers by listing the people
that were considered, the criteria you used, and how
each person was rated under each criterion. Report
on:
a. The criteria you used and the weights you applied to
each;
b. The individuals you considered and the extent to
which they met your criteria; and
c. Your final selection.
(App. 2/24,p17)
TIME Person of the Year
1960
U.S. Scientists
1961
John R. Kennedy
1962
Pope John XXIII
1963
Martin Luther King Jr.
1964
Lyndon Johnson
1965
General Westmoreland
1966
The Young Generation
1967
Lyndon Johnson
1968
Apollo Astronauts (Anders, Borman, Lovell)
1969
Middle Americans
(App. 2/24, p18)
Decision Making Matrix
Choices
Criteria