Transcript Boise November 8, 2005

Mind Mapping
• Draw a circle in the center of your paper.
Write CITW and WWIS in the circle.
• As you listen to the review, connect ideas to
the center of the web. You may want to put
main ideas in bubbles, and subordinating
ideas on lines connected to the bubble.
• At the end of the review, go over the mind
map you created to help you recall the key
ideas from the October meeting.
Learning Goals- Participants will gain an
understanding of:
1.factors that research indicate can have a
significant influence on student
achievement
2.the research recommendations for
implementing these factors
3.instructional strategies for increasing
student learning
4.leadership for increasing student
achievement
1.Guaranteed and
Viable Curriculum
1 >>>>>>2>>>>>>>3>>>>>>4
Not at all
To a great extent
1) The content considered essential for all students
versus the content considered supplemental has
been identified and communicated to teachers.
2) The amount of essential content that has been
identified can be addressed in the instructional time
available to teachers.
1.Guaranteed and
Viable Curriculum
1 >>>>>>2>>>>>>>3>>>>>>4
Not at all
To a great extent
3) The essential content is organized and sequenced in
a way that students have ample opportunity to learn
it.
4) Someone checks to ensure that teachers address
the essential content.
5) The instructional time available to teachers is
protected by minimizing interruptions and scheduled
non-instructional activities.
2. Challenging Goals and
Effective Feedback
1 >>>>>>2>>>>>>>3>>>>>>4
Not at all
To a great extent
1) An assessment system is used that
provides for timely feedback (e.g., at least
every nine weeks) on specific knowledge
and skills for individual students.
2) Specific achievement goals are set for the
school as a whole.
2. Challenging Goals and
Effective Feedback
1 >>>>>>2>>>>>>>3>>>>>>4
Not at all
To a great extent
3) Specific achievement goals are set for
individual students.
4) Performance on school-wide and individual
student goals is used to plan for future
actions.
Factors Influencing Achievement
Student
9. Home Environment
10.
10.Learned
LearnedIntelligence/
Intelligence/
Background
BackgroundKnowledge
Knowledge
11. Motivation
Examples of cooperative learning
Reciprocal Teaching
Jigsaw
Think-Pair-Share
Three Step Interview
Round Robin Brainstorming
Three Minute Review
Numbered Heads
Team Pair Solo
Circle the Sage
Appendix pp 16 - 22
Jigsaw: groups of 4, pick 2 strategies you can use with your
unit (BK or new content), share with partners
Setting Objectives
Setting Objectives and Providing Feedback
Generalizations from research on
Providing Feedback
1. Feedback should be “corrective” in nature.
2. Feedback should be timely.
3. Feedback should be specific to a criterion.
4. Students can effectively provide their own
feedback.
Homework and Practice
Homework and Practice
Generalizations from Research on Homework:
1. The amount of homework assigned to students
should be different from elementary to high
school.
2. Parent involvement in homework should be kept
to a minimum.
3. The purpose of homework should be identified
and articulated.
4. If homework is assigned, is should be
commented on.
WHAT WERE SOME OF THE
SUCCESSES/CHALLENGES YOU
ENCOUNTERED WHEN YOU BEGAN TO
WORK WITH THESE STRATEGIES IN YOUR
CLASSROOMS?
WHAT QUESTIONS/CLARIFICATIONS DO
YOU HAVE ABOUT ANY OF THE
STRATEGIES YOU TRIED TO IMPLEMENT?
Factors Influencing Achievement
Student
9. Home Environment
10.
10.Learned
LearnedIntelligence/
Intelligence/
Background
BackgroundKnowledge
Knowledge
11. Motivation
Direct Approaches to enhancing
Background Knowledge
•
•
•
•
•
•
•
Field Trips – San Diego Maritime Museum
Travel – Semester at Sea
Foreign Exchange Students
Athletic Events/Camps
Cultural Events/Camps
Big Brother Programs
K N O L L S – Outdoor Wilderness
Experiences
• Apprenticeships
Indirect approaches to
enhancing Background
Knowledge:
Wide Reading
Direct Vocabulary
Instruction
Wide Reading (SSR)
Key Considerations
• 2-3 days per week….over time
(1 year minimum)
• 20 minutes per day
• Provide a variety of high interest
books
• Provide opportunities for students to
read, write and talk to each other
about what they read
Effective Vocabulary Instruction to Build
Background Knowledge
1. Effective vocabulary instruction does not rely on definitions.
2. Students must represent their knowledge of terms in linguistic
and nonlinguistic ways.
3. Effective vocabulary instruction involves the gradual shaping of
word meanings through multiple exposures.
4. Teaching words parts enhances students’ understanding of
terms.
5. Different types of terms require different types of instruction.
6. Students should discuss the terms they are learning.
7. Students should play with words.
8. Instruction should focus on terms that have a high probability of
enhancing academic success.
Defining
Academic
Vocabulary
Defining Essential Vocabulary
(1-2-3)Criteria
• “1”- The term, phrase or concept is critical for students to
know. They have:
A high probability of enhancing academic success
A high probability of association with life skills
A high probability of being assessed on district and
state tests.
• “2”- The term, phrase, concept is useful but not critical
(lacks one of the three criteria).
• “3”- The term ,phrase, concept is interesting, but not
critical (lacks more than one of the three criteria).
Using a Research-Based
Process
to Teach Academic
Vocabulary
Nonlinguistic Representations
Generalizations from research on Nonlinguistic Representations:
1. A variety of activities produce nonlinguistic representations.
creating graphic representations,
making physical models,
generating mental pictures,
drawing pictures and pictographs
engaging in kinesthetic activities
2. Nonlinguistic representations should elaborate on knowledge.
Indirect Approach:
Direct Vocabulary Instruction
Using Nonlinguistic
techniques
Learning affixes and roots
Using the 6 step process
Affixes and Roots
White, Sowell, Yanagihara (1989)
Study of American Heritage Word Frequency Book (Carroll, Davies, Richmond, 1971)
Using this list of high frequency words:
Prefixes:
Un- alone accounts for 26% of the prefixed words.
Un-, re-, and in- (not) account for 51% of the total.
Un-, re-, in-, and dis- account for 58% of the total.
Suffixes:
-s, -es, ing, account for 65% of suffixed words.
Just 10 suffixes account for 85% of suffixed words-- -s, -es, -ing,
-ly, -er, -ion, -able, -al, -y, -ness
White, Sowell, Yanagihara (1989)
Study of American Heritage Word Frequency Book (Carroll, Davies, Richmond, 1971)
Using this list of high frequency words:
Roots:
No usable study has identified the most frequent or the most
useful roots.
Some Greek roots that might be included in science instruction?
ast
star
astronomy
cycl
circle, ring
cycle, cyclone
meter
measure
thermometer, barometer
phon
sound
symphony, telephone
scop
see
microscope, periscope
therm
heat
thermometer, thermal
Using a Research-Based
Process
to Teach Academic
Vocabulary
A Six-Step Process for Teaching New Terms
Step 1: Provide a description, explanation, or example of the
new term.
Step 2: Ask students to restate the description, explanation,
or example in their own words.
Step 3: Ask students to construct a picture, symbol, or
graphic representing the term or phrase.
Step 4: Engage students periodically in activities that help
them add to their knowledge of the terms in their
notebooks.
Step 5: Periodically ask students to discuss the terms with
one another..
Step 6: Involve students periodically in games that allow
them to play with terms.
A Six-Step Process for Teaching New Terms
Step 1: Provide a description, explanation, or example of the
new term.
Step 2: Ask students to restate the description, explanation,
or example in their own words.
Step 2: Ask students to restate the description, explanation,
Step 3: Ask
students
construct
a picture, symbol, or
or example
into
their
own words.
graphic representing the term or phrase.
Step 4: Engage students periodically in activities that help
them add to their knowledge of the terms in their
notebooks.
Step 5: Periodically ask students to discuss the terms with
one another..
Step 6: Involve students periodically in games that allow
them to play with terms.
A Six-Step Process for Teaching New Terms
Step 1: Provide a description, explanation, or example of the
new term.
Step 2: Ask students to restate the description, explanation,
or example in their own words.
Step
Step 3:
3: Ask
Ask students
students to
to construct
construct a
a picture,
picture, symbol,
symbol, or
or
graphic representing
representing the
the term
term or
or phrase.
phrase.
graphic
Step 4: Engage students periodically in activities that help
them add to their knowledge of the terms in their
notebooks.
Step 5: Periodically ask students to discuss the terms with
one another..
Step 6: Involve students periodically in games that allow
them to play with terms.
A Six-Step Process for Teaching New Terms
Step 1: Provide a description, explanation, or example of the
new term.
Step 2: Ask students to restate the description, explanation,
or example in their own words.
Step 3: Ask students to construct a picture, symbol, or
graphic representing the term or phrase.
Step 4: Engage students periodically in activities that help
them add to their knowledge of the terms in their
notebooks.
Step 5: Periodically ask students to discuss the terms with
one another.
Step 6: Involve students periodically in games that allow
them to play with terms.
A Six-Step Process for Teaching New Terms
Step 4: Engage students periodically in
activities that help them add to their
knowledge of the terms in their
notebooks.
Examples:
Free Association
Identifying similarities and differences
Concept Attainment
A Six-Step Process for Teaching New Terms
Step 4: Engage students periodically in activities that help
them add to their knowledge of the terms in their
notebooks.
Free Association
Free Association Rules
• Students work in groups of 2-4
• Teacher says the term or phrase
• First student calls out any word(s) that are related to the
term that first come to mind
• Next student says a related word or term that either
describes the original term or is related to the second
related term
• Game continues until teacher says”STOP”
• Last student describes relationship of the last term to the
original first term. Share these around the room.
• Record new, broadened connections in vocabulary
notebooks
A Six-Step Process for Teaching New Terms
Step 4: Engage students periodically in activities that help
them add to their knowledge of the terms in their
notebooks.
Concept Attainment
A Six-Step Process for Teaching New Terms
Step 4: Engage students periodically in activities that help
them add to their knowledge of the terms in their
notebooks.
Comparing terms
• Sentence
Stems
• Venn Diagrams
•Matrix
A win and a victory are similar because they both
________________.
________________.
________________.
A win and a victory are different because
Win is ___, but Victory is __________.
Win is ___,but Victory is ________.
Win is ___,but Victory is ________.
Food eaten
during frontier
days
Food eaten
today
Food
eaten
Frontier
Days
Food
eaten
today
Food eaten
on the
Space
Shuttle
Preservatives
Similarities and
Differences
Preservation
Similarities and
Differences
Variety
Similarities and
Differences
Characteristic
4
Similarities and
Differences
A Six-Step Process for Teaching New Terms
Step 5: Periodically ask students to discuss the terms with
one another.
Think, Pair, Share
A Six-Step Process for Teaching New Terms
Step 6: Involve students periodically in games that allow
them to play with terms.
What is the Question?
Vocabulary Charades
Name That Category
Draw Me
Talk a Mile a Minute
Managing a Vocabulary Program
Key Considerations
• Managing the Student
Notebook
• Managing terms that are
related to ones taught
• Managing TIME for direct
vocabulary instruction
Figure 3.4
Scale for Self-Evaluation of Knowledge of Terms
Knowledge
Level
Description
Level 4
I understand even more about the term
than I was taught.
Level 3
I understand the term and I’m not
confused about any part of what it means.
Level 2
I’m a little uncertain about what the term
means, but I have a general idea.
Level 1
I’m very uncertain about the term. I really
don’t understand what it means.
Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Cues, questions, and advance organizers
D. What will be
done to help
students
continue to
learn the new
content?
Identifying Similarities and Differences
Comparing
c
Classifying
Analogy
Metaphor
::
?
Identifying Similarities and Differences
Generalizations from research on Identifying
Similarities and Differences
1. Presenting students with explicit guidance
in identifying similarities and differences
enhances students’ understanding of and
ability to use knowledge.
2. Having students independently identify
similarities and differences enhances
students’ understanding of and ability to
use knowledge.
3. Representing similarities and differences in
graphic and symbolic form enhances
students’ understanding of and ability to
use knowledge.
4. Identification of similarities and differences
can be accomplished in a variety of ways.
(Comparing, Classifying, Analogy, Metaphor)
Comparing
Identifying and describing similarities and
differences among items.
A and B are similar because they both
________________
________________
________________
A and B are different because
A is __________, but B is ___________.
A is __________, but B is ___________.
(App. 42.4)
Comparing
1. Identify what you are comparing and decide
on a format to organize your information and
guide your thinking.
2. Examine the items and decide what
characteristics would lead to an interesting
comparison.
3. For each characteristic, explain how the items
are similar and different.
4. Re-examine your information, and state what
you learned or thought about by doing this
comparison.
Food eaten during frontier days vs food eaten today
Frontier days
Today
Raise, grow,
Could
Buy at store
hunt
raise,
grow or
hunt
Raise, grow
hunt
Storage/preservation
long term, variety
Limited storage and
preservation
Limited variety
All food
groups
Wide variety
(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.
39)
Food
eaten
Frontier
Days
Food
eaten
today
Food eaten
on the
Space
Shuttle
Preservatives
Similarities and
Differences
Preservation
Similarities and
Differences
Variety
Similarities and
Differences
Characteristic
4
Similarities and
Differences
Comparing
3. For each characteristic, explain how the items are
similar and/or different.
4. Change the characteristics and repeat steps 1-3. Ask
“What new insights did the change of characteristics
give you?”
Food eaten during
frontier days
Food eaten today
Characteristic ________________
Variety
The variety of food today and in past is very different. The food in past was
mainly what was grown and what was hunted in the region where a person lived.
Today we have food from all over the world. In addition, the number of recipes
available to us and the prepared foods we can now buy contributes to major
variety we enjoy today, not present in frontier days.
Classifying
c
1. Born, Raised, or spent most of your life in Boise
2. Born, Raised, or spent most of your life W. of
Mississippi, but not in Boise
3. Born, Raised, or spent most of your life E. of
Mississippi
4. Born, Raised, or spent most of your life out of the
US
Identifying Similarities and Differences
Steps for Classifying
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.
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
Dissimilar Concepts
Class Membership
Class Name or Class
Member
Part to Whole
Change
Function
Quantity/Size
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.
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.
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.
2. Present students with open-ended analogies.
For example, provide students with an incomplete
analogy like the one below;
Evaporation:water
As
Condensation: (
)
3. Present students with a graphic organizer for
analogies:
For example:
is to
Relationship:_____________
As
is to
4. Present students with analogy problems.
For example:
Accelerate:Decelerate::Amicable:___________
A. Friendly
B. Cooperative
C. Hostile
D. Enemy
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
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
“Stop asking me if we’re almost there.
We’re nomads for crying out loud!”
Exit Cards
• Discussion and Planning:
• What strategies do you plan to
implement, revisit
• What are your ideas for sharing
strategies with staff, and discussion of
next steps at your school