Open Word Sort

ambition centenarians sedentary longevity elite debilitating war nutrition genetics hale vigorous rejuvenating antioxidants degeneration choice aerobics

Who Wants to Live Forever?

• How long will you live?

• Let’s play the Longevity Game !

What affects life expectancy? Why do these countries have a higher life expectancy than America?

Year 1796 1896 1996 Life Expectancy (America) 24 years 48 years 77 years Country Andorra San Marino Japan Current Life Expectancy 83.5 years 81.1 years 80.7 years United States 76.1 years

www.geography.about.com

Inquiry Based Learning

Deb Greaney Area 5 Learning Technology Center

Inquiry

• “a seeking for truth, information, or knowledge – seeking information by questioning” • Focused on learning & using content as a means to develop information-processing and problem-solving skills • Traditional learning focuses on LEARNING ABOUT THINGS (LOTS). Inquiry focuses on LEARNING THINGS! (HOTS)

Stages of Inquiry in Everyday Life

Encountering the Issue

• natural events • goal directed behaviors

Task Analysis

• identifying parameters • asking questions

Investigating Information

• seeking, organizing, analyzing • asking new questions

Reasoning with Information

• comparing • evaluating • deciding

Acting on Decisions

• buying, building, traveling...

• sharing stories with friends/family

Nonfiction Reading Strategies

Strategy: Making Connections

When students have an abundance of background knowledge about a content area, they understand more completely the new information they read. Students make three types of connections as they read: 1. Text-to –self: connections readers make between the text & their past experiences or background knowledge 2. Text-to-text: connections that readers make between the text & another text: books, poems, scripts, songs or anything written Text-to-world: connections that readers make between the text & the bigger issues, events, or concerns of society and the world at large.

Nonfiction Reading Strategies • • • • •

Strategy: Asking Questions

“Proficient readers ask questions before, during and after reading. They question the content, the author, the events, and the ideas in the text.” Readers ask questions to Construct meaning Enhance understanding Find answers Solve problems Find specific information • • • • Acquire a body of information Discover new information Propel research efforts Clarify confusion

Nonfiction Reading Strategies

Strategy: Determining Importance

• • • • • • What students determine to be important in the text relates to the purpose for reading. Students need ascertain if their purpose is to: Remember important information Learn new information and build background knowledge Distinguish what is interesting from what is important Discern a theme, opinion, or perspective Answer a specific question Determine if an author’s message is to inform, persuade, or entertain

Nonfiction Reading Strategies

Strategy: Inferring & Visualizing

Readers are able to create inferences, or think inferentially, when they are able to connect the language clues an author provides with their own experiences, constructing understandings beyond what is explicitly stated in the text. Inferences are continuous and are the mark of ongoing, meaningful comprehension. Inferring is the bedrock of comprehension. Proficient readers use their prior knowledge (schema) and textual information to draw conclusions, make critical judgments, and form unique interpretations from text. Inferences may occur in the form of conclusions, predictions, or new ideas.”

Nonfiction Reading Strategies

Synthesizing

• • • • • • • Synthesizing requires combining a number of parts to form a new whole. and construct meaning as they move through the text. Synthesizing allows readers to move from interesting details to essential understandings. As readers synthesize they Stop and collect their thoughts before moving on Sift Important ideas from less important Summarize information by briefly identifying the main points Combine main points into a larger concept or idea Make generalization about the reading Make judgments based on the reading Personalize the reading by integrating new information with existing knowledge to form a new idea, opinion, or perspective

Stages of Inquiry in the Classroom Encountering the Issue • getting the “big idea” • making connections

Making Connections

 Text to text, text to self, text to world  Open and closed word sorts Task Analysis • defining the task • asking questions

Asking Questions

 Right there, think and search  Author and you, in your head Investigating Information • seeking, organizing, analyzing, • applying to project Reasoning with Information • evaluating, creating, judging, • inferring, visualizing • making decisions Acting on Decisions • synthesizing • communicating findings

Determining Importance

   Features, structures of text Note taking, graphic organizers Facts to main ideas, summaries  

Inferring and Visualizing

creating models using text clues and prior knowledge  using implicit & explicit information to reach conclusions (author and you)

Synthesizing

 text to text, self and world • applying to new settings and contexts

The Ideal World

• Students independently will – Choose a topic of interest – Frame an essential question and a set of related questions – Investigate their questions – Write about their discoveries – Construct a project – Share their discoveries with others

The Learning Pyramid

Average Retention Rates

5% 10% 20% 30% 50% 75% 90% The Learning Pyramid

National Training Laboratories, Bethel, Maine

Our Outcome…An Inquiry-based Unit CONTEXT CONTENT Goals/Standards: (#’S) Engaging the Learner Teaching and Learning Events*

 = outcome is assessed (Number refers to assessment) 

Emily Alford, 1998

Final Team Performance Individual Student Assessments

*Numbers after Teaching and Learning Events refer to assessments

The Question is The Answer

Jamie McKenzie

Essential Questions

• We often engage our students in collecting information.

– Research Carl Sandburg and write a report on his life.

• Essential questions require that students ponder the meaning and importance of information.

– Carl Sandburg once said, “Let the gentle bush dig its root deep and spread upward to split the boulder.” Is this quote a metaphor for his life? Are there other quotes that better represent his life and beliefs?

Typical American Classroom

• How many teacher questions are there compared to student questions? 38 to 1

Types of Questions for Inquiry

Why?

• Requires analysis of cause-effect relationships • Leads to problem – solution – Why do people throw garbage out their car windows?

– Why do some people treat their children badly?

– Why does the sun fall each day?

– Why do some NBA players shoot when the person guarding them is so much taller?

How?

• The basis for problem solving and synthesis.

• Helps a new vision to emerge.

• How is the inventor’s favorite question.

• How inspires software folks to keep selling us upgrades.

– How can I make something better?

– How do big ships stay on top of the water?

– How do birds know when to fly south?

Which?

• Requires thoughtful decision-making based on clear criteria and evidence • Is the most important question because it determines who we will become.

– Which treatment is best?

– Which path will I follow?

– Which one will I believe?

– Which bird should we buy?

– Which type of flowers should we plant?

Attributes of Essential Questions

• Reside at the top of Bloom’s Taxonomy • Probe matters of considerable importance • Require movement to action, making a choice, or forming a decision • Endure – shift and evolve with time • Are interdisciplinary in nature • Require smaller questions that lead to answers

Examples of Essential Questions

• What are the best examples of responsible disposal practices?

• Would you rather have been an immigrant to the United States in 1890 or 1990?

• Who has been the most effective Civil Rights leader of this century?

• Which products are making the most damaging impact on teens today?

• How do we know if a law is just?

Examples of Essential Questions

• What were the five most distinguishing characteristics of _______ and how did those characteristics contribute to her success or failure? What two things did you learn about her that will serve you well?

• Can research and new technologies make it possible for humans to live forever? Would you want to live forever? • What plan can I develop to lesson my chances of contracting cancer (diabetes, AIDS, heart problems) in my lifetime?

Examples of Essential Questions

• How can we make a positive difference in our community?

• How do Americans decide whom to vote for in a Presidential election?

• How can we justify the spending of federal dollars for more research to improve the medical care or cure rate for _____?

• How do heritage and culture shape a person’s perspective?

Examples of Essential Questions

• How does the treatment of a minority group impact an entire nation?

• Is it acceptable to clone humans?

• Should animals be genetically altered?

• How can imagination improve our world?

Essential Questions

• Why do some countries have a better life expectancy than America?

• With the advances in technology will there be a time that humans can expect to live forever?

• Would you want to live forever? Why or why not?

• Why is eternal life an enduring theme in literature? • Which factors affect my life expectancy?

• How can I increase my life expectancy?

• Select a topic – Something that is already part of the school/district curriculum – Something that you have had difficulties teaching in the past • Work in teams to develop essential questions for your unit • Don’t settle for one question – develop several and then pick the best ones

• List subsidiary questions – Combine to help students build answers – Can be categorized – Provides a sense of control – Guides gathering of materials

Life Expectancy

What short & long term goals can I set related to my life-expectancy?

• What affects life expectancy?

– Causes specific to community/ age / nationality / heredity – Preventative measures – Positive / negative choices • Why is life expectancy different by area?

• Technology and new research – fact or fantasy – What new research can extend our LE?

– Will is be affordable?

• What factors can I do something about and which ones can’t I do something about?

Cost of extending T echnology & Research P ositive effects GeographicAreas Negative effects Manipulation Uncontrollable F actors Controllable factors

Life Ex pectan cy

Heredity F actors Affecting Environment P reventative measures P ersonal Choices

Niche

Types Characteristics

Defences Parts Stages

Life Cycle

Any Living

Birds

Thing

Know and apply concepts that explain how living things function, adapt and change State Goal 12, Standard B

Location

Habitats

Conditions

Know and apply concepts that describe how living things interact with their environment State Goal 12, Standard B

Create a Concept Map

• Use your subsidiary questions to identify major concepts and subcategories • Create a map using MindMan software

Goals – Standards & Benchmarks

•Concepts that students can use for

the rest of their lives.

•Concepts that students use to build

an understanding of the world.

•Concepts that allow students to

scaffold to new understanding and add to their schema.

location value stages

Types Characteristics

body parts defenses

Know and apply concepts that explain how living things function, adapt and change.

Birds Life Cycle Habitats Goal 12 Standard A

location food conditions migration

Know and apply concepts that describe how living things interact with their environment Goal 12 Standard B

TEACHING & LEARNING EVENTS

Activities that students participate in to help them reach the goals, standards, & benchmarks and to help them develop products.

BENCHMARK OR TEACHING AND LEARNING EVENT?

1.CREATE A MAP OF OUR TOWN 2.USE A MAP TO NAVIGATE AND

17 A 1 b

DETERMINE LOCATION 3.MAP OLYMPICS – RACE TO LOCATE POINTS

1.Create a graph on the relationship between predators and prey.

2.Describe and compare characteristics of living

12 B 1 a

things in relationship to their environments.

3.Look at pictures of habitats and analyze its qualities.

1.Identify potential environmental conditions that may affect the health of the local community.

22 C 3 a 2.Watch a film on water pollution and discuss the problems associated with water pollution.

3.Analyze and discuss graphs showing a correlation between number of children with asthma and the amount of pollutants in the air.

1.Describe simple life cycles of plants and animals and the similarities and differences in offspring. 12 A 2 a 2.Infer what comes from a cow by looking at pictures from a book entitled, “What Comes From a Cow?” Teacher will then read the book and help students determine which inferences are accurate.

3.Match pictures of offspring to adult

1.Do a virtual scavenger hunt to capture pictures of functional ways in which rocks are used by living things. Those pictures will become a part of a picture web to be included in a pamphlet.

2.Collect rocks and label them according to type and use.

3.Differentiate the characteristics of rocks that dictate their uses.

12 E 2 a

1.Prior to watching a video of insects in their environment, ask students to notice how the insects are able to protect themselves. After the video work in teams, to list the means of protection. 2.Analyze defense mechanisms and determine how living things protect themselves in their environment.

12 B 2 a 3.Take a neighborhood walk and notice how animals protect themselves in the environment. Write an expository essay on this topic.

Writing Benchmarks

Written at higher level on Bloom’s Taxonomy 1. Differentiate the characteristics of rocks that dictate their uses 2. Describe and compare characteristics of living things in relationship to their environments.

3. Analyze defense mechanisms and determine how living things protect themselves in their environment

The Bloom’s Taxonomy

Original Taxonomy  One Dimension: Cognitive Process • Knowledge • Comprehension • Application • Analysis • Synthesis

The New Bloom’s Taxonomy

New Taxonomy • Two dimensional: Cognitive Process & Level of Knowledge

The Cognitive Process Dimension

Categories & Cognitive Processes 1. Remember –

Retrieve relevant knowledge from long-term memory

2. Understand-

Construct meaning from instructional messages, including oral, written, and graphic communication

3. Apply –

Carry out or use a procedure in a given situation

4. Analyze –

Break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose

5. Evaluate –

Make judgments based on criteria and standards

6. Create-

Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure

The Knowledge Dimension

A. Factual Knowledge-

The

basic elements

students must know to be acquainted with a discipline or solve problems in it

B. Conceptual Knowledge -

The

interrelationships among the basic elements within a larger structure

that enable them to function together

C. Procedural Knowledge-

How to do something, methods of inquiry & criteria for using skills, algorithms, techniques & methods

D. MetaCognitive Knowledge -

Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition

The Knowledge Dimension

• Factual Knowledge – Subject specific vocabulary – Specific details and elements • Conceptual Knowledge – Classifications & categories – Principles & generalizations – Theories, models, & structures

The Knowledge Dimension

• Procedural Knowledge – Subject specific skills, algorithms, scientific method – Determining when to use appropriate procedure • Metacognitive Knowledge – Reading strategies – Writing process – Math literacy – Self-knowledge

The Knowledge Dimension

The New Taxonomy

The Cognitive Process Dimension 1.

Remember 2.

Understand 3. Apply 4. Analyze 5. Evaluate A.

Factual Knowledge B.

Conceptual Knowledge C.

Procedural Knowledge D.

Meta Cognitive Knowledge 6.

Create

Power Verbs for Benchmarks

• • • • • •

Remember

: Recognizing, Recalling – Can the student RECALL information

Understand

: Interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining

Apply

: Executing, implementing

Analyze

: Differentiating, organizing, attributing

Evaluate

: checking, critiquing

Create:

generating, planning, producing

Template Completion

– Goals/Standards • Copy the complete ILS Goal (www.isbe.net) • Copy the complete Standard – Benchmarks • Written using higher level power verbs • Address content at multiple levels of Bloom’s Taxonomy – Match standards & benchmarks to essential questions • Make sure they reflect understanding of the connections/relationships between major concepts

Topic: Life Expectancy INQUIRY-BASED UNIT Grade Level: Junior High

Essential Questions & Subsidiary Questions for the Unit:

What short term & long term goals can I set related to my LE? Will advances in technology make it possible for humans to live longer / forever? What affects LE? Why is LE different for different areas? How can I increase my LE? If people understand what improves LE, why don’t they do those things? Does my environment affect LE?

State Goals & Standards:

Goal 24 / Standards B & C



Explain how decision making affects the achievement of individual health goals.



Formulate a plan to achieve individual health goals Goal 22 / Standard C



Explain interrelationships between the environment and individual health



Identify potential environmental conditions that may affect the health of the



local community Develop potential solutions to address environmental problems.

Decide on an Individual Student Assessment for each benchmark

• Individual accountability and team responsibility •Each benchmark is assessed individually AND COMPLETELY!

•Assessments are guides to student progress •Can be used by teams to create part of FTP

Holding Individuals Accountable Information Product: Final Team Performance First individual assessment  Checks along the way… Teams work on FTP Second individual assessment Teams work on FTP Third individual assessment Teams work on FTP Unit Ends Final Team Performance completed and evaluated by team

WHAT IS ASSESSED (Targets)

• Knowledge – Factual information • Reasoning – Analyze, infer • Skills – Measure, compute • Performance/Product – Synthesis

TYPES OF ASSESSMENTS (Methods)

• Selected response • Essay • Performance tasks • Personal communication

Selected Response/Short Answer

• Multiple Choice, True/False, Matching, Fill in the Blank, Label a Diagram, A Sentence • Strengths: Aligns well with knowledge and understanding • Bias/Concerns: – Reading may be an issue for some students – Insufficient time to respond – Poor quality test items – Sample size – Wrong method for target

Essays

• Extended written answer to a prompt or exercise • Strengths – Aligns well with knowledge, understanding & reasoning – Can develop connections • Bias/Concerns – Insufficient time to read & score – Lack of writing proficiency for some students – Sample size – Wrong method for target

Performance Assessments

• Demonstrating Skills / Developing Products • Strengths – Reflects reasoning proficiency – Demonstrates performance skills – Demonstrates product development capabilities • Bias/Concerns – Unclear or incorrect performance criteria – Unfocused tasks – Wrong method for target

Personal Communication

• Questions & Answers, Conferences, Interviews, Oral Examinations • Strengths – Aligns well with knowledge, understanding, reasoning – Using in conjunction with other methods can deepen understanding • Bias/Concerns – Time – Common language shared by teacher/student – Student personalities – Keeping accurate records

S P K R Target

Target/Method Match

Selected response Essay Performance Personal comm.

•

SIMPLE TARGET, SIMPLE TASK

Rule

•

COMPLEX TARGET, COMPLEX TASK

Higher Level- Benchmarks

FABLES 1. Describe the characteristics of a fable 2. Explain the use of personification 3. Identify the source of conflict Analyze a set of fables to show their similarities and their use of conflict, character development, and a moral.

GEOGRAPHY AND WEATHER 1. Describe landforms in the U. S. 2. Explain the water cycle 3. Name the stages of the water cycle in each season.

Compare how seasons and landforms affect changes in weather patterns within regions of the US.

MATH PROBLEM – SOLVING 1. Multiply multi-digit numbers 2. Divide numbers using decimals 3. Multiply and divide numbers to change decimal values and pounds Use computational results to analyze and compare costs of energy.

Where is YOUR Assessment Target?

• You need to raise your assessment target to that same higher level, and aim for it!

• If you hit it, you are teaching to the unit’s benchmarks

Let’s Look at Our Units

• What types of assessments should you include?

• What is the target of each assessment?

• Check your target/method match. • Will the task you’ve chosen allow you to assess at a high enough level?

• Look at the “balance” of assessment methods

THE HOOK

Take a guess

Insects

• Several times a day for one full week, the teacher read a poem from Insectolopedia by Douglas Florian. • Each poem was also posted in the room and used for reading activities. • The next week, they began their study of insects.

Give each student a predetermined dollar amount with the promise of a reward that can be purchased at the end of the day. Throughout the day, impose arbitrary taxes on the students. One amount for a drink of water; another amount to go to the restroom; another amount to use the pencil sharpener. Disgruntled students are invited to move to another classroom.

American Revolution

Civil War Or Industrial Revolution Students will be divided into two groups. Popcorn is scattered on the floor. One group is given a vacuum, brooms, and a dustpan. The other group must pick up the popcorn by hand. Students will be paid for the amount of popcorn that they pick up. Repeat the activity with fewer workers on the side working without tools.

Structure and Function of Cells

The teacher plays a tape of frog songs and asks students to guess the sounds they are hearing. Pictures of frogs are distributed and teams compare colors, shapes and sizes of the animals. They discuss reasons for the diversity. Then they are shown pictures of frogs that are grotesque.

Students are asked to plan a party while the teacher tends to a “computer problem”. They are given no guidelines for planning or decision making. After 15 minutes the United States teacher requests the party plan. Students process the obstacles to successful planning.

Ideas for Hooks

Brainstorming Riddles Scavenger Hunt Simulations Treasure Hunt Challenges Games Pictures Video Music

1. Design a hook that will kick start your unit of study 2. Enter a short description of that hook into the unit template.

3. Share ideas for hooks around the room.

Dear Students, I live in the Caring First Nursing Home just a few miles from your school. I like living here but, like many people who live here, I miss my pet. Before moving here I had a pet kitten; my roommate had a little dog. We have decided that we would like to buy a bird for our nursing home. A bird could bring a lot of joy and provide hours of entertainment for us. Some of the residents think we should buy a parakeet. One wants to buy a robin; another wants a goldfinch. One man even suggested buying a buzzard. Can you imagine that! That is why I am writing to you. Would you have time to study birds and help us decide what type of bird would make a good pet for a nursing home? We would like a bird that would be fun to watch and to care for. We will need to know some very specific things about these birds. In order to provide a good home, we need to know about the different types of birds and their characteristics, what their homes are like, and how long they live. Which bird would be best for our home and what do we need to do to take care of it. With your help, I think we will be able to find a bird that will be happy living here and that we will all enjoy. I hope that you will be able to visit us to share the information you have learned. Perhaps you could make a photo album with pictures and written information about each bird. Sincerely, Frank Huelsmann Resident of Caring First

Authentic Connection A nursing home resident wrote to a group of first graders asking them research birds. The residents wanted to purchase a bird for their home. Would the students please put together an informational presentation on types of birds and help them select an appropriate one for their residence.

Authentic Connection

The mayor asks students to create a welcome kit for families that have recently moved to town. He would like the kit to provide information on opportunities for employment, recreation, and shopping. In addition the kit will need maps to help new residents locate these places.

Authentic Connection The elementary school principal has asked the fourth graders to research Black History and put together a school wide assembly. She also wants every grade to do a presentation at the assembly. The fourth graders will need to research important eras, events, and people. They must also study the contributions of these people and the impact that events have made on history. As the students conduct their research, they will need to locate poems, songs, and skits that various grades could perform. They will need to provide these materials to classes prior to the assembly in order to allow each class to practice.

WHERE TO LOOK FOR AN AUTHENTIC CONNECTION 1.Someone from within the classroom 2.Someone from within the school 3.Someone from the local community or from outside the community 4.Student-generated connections

Create a Hook

• Remember – All students can participate – Not graded, on threatening – Interesting, thought provoking

Template: Final Team Performance

• Is created and revised throughout the unit, not at the end of the unit by teams of students – Constructed in sections to allow students to apply and synthesize new knowledge and skills as they are learned • Has a real use – Created for a real audience – Has a purpose

Final Team Product/Performance

• Reflects mastery of all benchmarks • Is a synthesis of individual & team work, not a collection of individual pieces • Students use technology in order to communicate & demonstrate learning

Final Product

• Final product – Develop a plan with short term and long term goals that will positively affect your life expectancy Choose the Final Product/Performance for your unit

Write Your Letter

• Create a draft for the letter or challenge that will present the authentic connection to your students • Review your benchmarks to insure that they are embedded in the invitation to learn.

• The letter draft will be sent to the true sender to be placed on letterhead and signed for delivery

Template: TEACHING &LEARNING EVENTS

Activities in which students will participate to help them reach the benchmark and develop the product.

Important Points About T/L Events

1. Your T/L events are just a sentence or two. Lesson plans are written later.

2. Every T/L Event should tie directly to at least one of your benchmarks.

3. T/L Events can be science experiments, interviews, field trips, demonstrations, simulations, text book work, video, Webquests, software. 4. Some of your T/L Events will be used as individual assessments.

5. Technology should be used throughout your teaching and learning events.

Research for TLE

• Go online and research your topic • Visit some of the sites provided to get some new ideas • Try and find a variety of activities for students that meet the varied learning styles in your classroom

Teaching the Unit

1. Open word sort 2. The Hook – motivation piece that activates prior knowledge 3. Authentic Connection (Letter or challenge) 4. Task Analysis 5. Present EQ & develop subsidiary questions 6. Ongoing vocabulary activity 7. Jigsaw-Begin research

Complete Task Analysis 1. Read letter or present challenge and ask, “What are we expected to do”?

2. Record responses on chart paper 3. Then ask, “ If this is what we need to do, what questions do we have now? What do we need to learn?”

Define the Task Ask Questions

State what FTP will be Add bullets outlining what the FTP is to contain … ….

….

What questions do we have now?

Pose the Essential Question

• Students analyze the task • Students begin to list subsidiary questions that might lead them to an answer • Categorize the subsidiary questions • Form hypotheses based on their subsidiary questions.

• Make predictions based on their subsidiary questions.

IBL Methodology

• Begin with Jigsaw to build background knowledge – Add questions to Task Analysis

Semantic Features Chart Maya Mesopotamia Easter Island Anasazi Modern World

Description: Location, place Resources Culture: history, etc.

Disappearance Implications

Questioning Homework

• As students read they are to design new questions – don’t worry about the answers at this point.

– Write three comparison questions – What question was the author trying to answer?

– Ask a question that will help us to answer the bigger question.

• Determine which questions are important and which ones are not.

Making Connections

Asking Questions Determining Importance Drawing Inferences Synthesizing

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_____.

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 coccidiosis 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.

Schema Theory

• Views knowledge as an elaborate network of abstract mental structures which represent one's understanding of the world. • Term schema was first used by Piaget in 1926, and was further developed by R. C. Anderson

Schema Theory

• Teachers must help learners build schemata and make connections between ideas. • Since prior knowledge is essential for the comprehension of new information, teachers either need to – help students build the prerequisite knowledge, or – remind them of what they already know before introducing new material. • Schemata grow and change as new information is acquired .

Text-to-Self

Connections that readers make between the text and their past experiences or background knowledge.

Goudvis & Harvey 2000 How long can people live? Muse Vol 8 #2 Feb. 2004 – for modeling

Text-to-World

Connections that readers make between the text and the bigger issues, events, or concerns of society and the world at large.

Goudvis & Harvey 2000

Text-to-Text

Connections that readers make between the text they are reading and another text.

Goudvis & Harvey 2000

Text to Text Connections

Don’t assume that once students begin to make text to self connections that they will automatically make text to text connections.

Vocabulary knowledge is the single most important factor contributing to reading comprehension.

J. G. Laflamme, The effect of the Multiple Exposure Vocabulary Method and the Target Reading Writing Strategy on Test Scores. 1997

Aspects of Content Area Vocabulary Content vocabulary is rarely associated with words that students already know.

Aspects of Content Area Vocabulary

Terms are often semantically related.

Armbruster and Nagy, Vocabulary in content area lessons. 1992

cirrus cumulus stratus

Three properties of successful vocab instruction

1.Integration (relating words to previous experiences) 2.Repetition 3.Meaningful use

Open Word Sort

disease metabolism nutrition cells mutations size herbs tombs cremation telomeres heart rate genetics chromosomes accidents elixirs necropolis cryonics war

Vocabulary Connections: Closed Word Sort latitude longitude soil arable demographics climate land use population architecture clothing government industries agglomeration language homes beliefs education Categories: • Location and Place • Human Interactions • Sustainability • no clue Location and Place consumption drawdown overshoot carrying capacity crash die-off collapse Human Interactions Sustainability

Connect Two

Students select two words from the list and complete the following sentence.

____________ and _____________ are connected because ________________ _________________________________

Making Connections with Words

Latitude longitude soil Arable demographics climate land use Population architecture consumption drawdown overshoot carrying capacity crash die-off collapse clothing government industries agglomerati on language homes beliefs education

______________ and _________________ are connected because _________ ________________________________________________________________.

Continuing Word Connections: Word Use in Text Page

Continuing Word Connections:

Vocabulary Word My Definition 1. Write about it… 2. Write about it.. 3. Write about it… 4. Write about it… 5. Write about it… Dictionary Definition Use in Text

Making Connections: Anticipation Guides

Team Text Mosquitoes eat plant nectar and pollinate plants.

Mosquitoes make great food for fish.

Honeydew is a favorite food of the male mosquito.

The larvae do not breed successfully in water that has fish or frogs.

Mosquitoes are the most dangerous animal in the world.

anaerobic anabolic ballistic Can Define Have seen or heard No Clue

Making Connections Asking Questions Determining Importance Drawing Inferences Synthesizing

Questioning Moves Inquiry Forward

No questions = no inquiry!

Call it directed research.

Call it project-based learning.

But, do not call it inquiry-based learning!

Readers ask questions to… –Find specific information –Clarify confusion –Construct meaning –Discover new information

Q

uestion

A

nswer

R

elationship

In the Book In My Head Right There answer in text, easy to find; words used in question and used in answer are in same sentence Author and You answer not in text; must think about what is known, what text is saying and how it fits together (inferring) Think and Search words and answers come from different parts of text or books On My Own using experiences (schema) to answer question

David woke up 15 minutes late. As soon as he saw the clock, he jumped out of bed and headed for the shower, afraid he’d miss the bus again. He looked in the dryer for his favorite jeans, but they were actually still in the washing machine. “Dang! I told my sister to put my stuff in the dryer! Now what am I going to wear today?” After settling for a pair of baggy shorts and a Hilfiger rugby shirt, he grabbed a bag of chips and a soda from the kitchen, and searched frantically for his history book. When he found it, he put it in his backpack, along with his breakfast, his hat, and his lucky deck of cards. As he ran to the bus stop, he told himself, I will not stay up late watching wrestling anymore!”

David Right There:

•

What did David do as soon as he saw the clock?

•

What type of shirt did David put on?

Think and Search

•

What did David look for before he left the house?

•

What steps did David take to get ready to leave the house?

Author and Me

•

Where was David headed that morning?

•

What time of day was David getting ready to go?

•

On My Own

•

Should parents wake their children up for school?

QAR and ART

• Would you like to live on a farm? •Look at the picture on the next slide.

•You will be asked to answer a set of questions related to the picture.

What is this a picture of? What geographical features do you notice in this picture?

Based on the geographical features, is this a good location for a farm?

• Would you like to live on a farm?

On your own • What is this a picture of? Right There • What geographical features do you notice in this picture?

Think and Search • Based on the geographical features, would this be a good location for a farm?

Author and you

QAR and Art

• Look at the following slide • At your table, please write 4 questions about the art – you should have one question for each of the four types of QAR: Right There Think and Search Author and You On your Own

White Cloud, Head Chief of the Iowans by George Catlain 1844/45

• • • Each participant creates four questions – for each type on the QAR one Write the questions on chart paper labeled Right There, Think and Search, Author and You, On My Own Participants are given colored dots; critique questions listed and use a dot if the question belongs to a different category On Health Report Card, the “F” Stands for Fat by Jane E. Brody

Request

• Use the In the Text questions produced for Chart Walks • Student reads one question to a group • Student calls on a volunteer • Volunteer answers and now reads one of his/her own questions • Continue until everyone has asked and answered once • Option - Students work in teams to answer all of the In the Text questions

My Main Question Another Question Another Question Another Question Another Question Another Question

My question:

!

Maybe:



My answer: My next question: