Tools for Promoting Active, In-depth Learning!

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TrDan

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The three most frightening words in America….

_____ ________ _______assemblySome required!

What is the differencebetween?

NOVICE EXPERT

Give-one, Get-onepage 11

6Silver, Strong & Associates

Give One, Get One

Stand up, partner with one other person, GIVE an idea, GET an idea.

If you both have the same, create a new idea together.

Find a new partner. Give-One, Get-One.

Gather a total of 6 new ideas.

Work in dyads. NO HUDDLING, NO COPYING

Experts have…

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• Effective, high-quality tools & strategies

• A diverse collection of tools & strategies to choose from (different kinds for different jobs)

• The know-how to use their tools effectively

• The ability to choose the right tools for every job

• Practice and experience using their tools

• Blueprints for getting the job done well

• An ability to see the big picture/put everything together

• A team of expert colleagues to help and advise them

• The ability to assess their progress & make adjustments

Teachers are expert craftsmen, too!

To get their jobs done efficiently and effectively, they need:

• A variety of high-quality tools and strategies

(different tools for different jobs)

• The ‘know-how’ and experience to use their tools well

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Thoughtful Questions

What are classroom tools?

What does a tool look like?

Why do teachers need a toolbox of tools?

If What, So What?

Justin J. Korijkac

November 23, 2011

Fist List

What are you good at?

When school was hard?

August 2009 13Niagara-Wheatfield/Cheektowaga

Fist List

• Teacher provides a term, category, or question for students to put in the “palm” of a hand organizer

• Students generate five words, phrases, or responses to fit with whatever is in their palm (one for each finger)

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As you watch the video, ask yourself why Fist List is effective.

Which of the ‘effective strategy criteria’ does Fist List satisfy?

An effective tool in action: Fist List

Fist List is a vocabulary-building tool.

CODE stands for:

C

O

D

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It is one of many tools used to implement Vocabulary’s CODE, a brain-based instructional strategy for learning new terms and concepts.

ONNECT to prior knowledge

RGANIZE into a conceptual framework

EEP-PROCESS and dual code

XERCISE and use elaborative rehearsals

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A Word is like a…

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photosynthesis

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rectangle

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promise

Book in a series

volume

Question:

Why do expert teachers use the tools in Vocabulary’s CODE rather than having their students copy definitions from a dictionary?

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Expert teachers know that:

• A vocabulary is different than a dictionary.

• A synonym for vocabulary is “background knowledge.”

• The more students know, the more they can know.

Back to CODE…

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A “best bet” is a research-based practice that has been found to produce significant gains in student learning.

Teaching vocabulary is a best bet because vocabulary knowledge correlates with:

• Verbal intelligence• Academic achievement• Economic opportunities• Positive self-concept

Expert teachers pay attention to vocabulary instruction because it is a “best bet.”

Think of a Time

Based on the work of Fay Brownlie and Susan Close (1992), asks students to consider issues and concepts from different points of view.

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Think of a TimeSteps:

1. Arrange students into groups of three, and assign each student in the group a letter (A, B, C).

2. Pick an issue or concept that you want students to explore (e.g., prejudice) and have them examine it from three different perspectives (Participant •Observer •Supporter).

3. At the end of Round 3, have students work with the members of their final group to synthesize what they learned.

4. Have students reflect on the content (What do they know now that they did not know before?) and the process

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Think of a Time

Think of a time when you were deeply engaged in an activity. What caused you to be engaged?

• Generate ideas for three minutes.

• Discuss for three minutes.

• Person A takes notes, then move to another group

• Person A shares and compare his or her notes with the new group’s for three minutes

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Think of a Time

Think of a time you observed students who were deeply engaged in learning. What did you see and hear?

• Generate ideas for three minutes.

• Discuss for three minutes.

• Person B takes notes, then move to another group.

• Person B shares and compares his or her notes with the new group’s for three minutes

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Think of a Time

Think of a time you caused students to become more deeply engaged in their learning. What did you do that kept your students engaged? Why was it so engaging?

• Generate ideas for three minutes.

• Discuss for three minutes.

• Person C takes notes, then move to another group.

• Person C shares and compares his or her notes with the new group’s for three minutes

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Return to your original group. Your task is to…

• Create an engaging poster that explains what you have learned from sharing your experiences about engagement.

• Be prepared to present your poster to the group (25 minutes).

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Think of a Time

-- name two things that make you crazy,

and two things that they occasionally do that

make you happy.

How do you help students become more

thoughtful in their responses?

When you think about your students’

responses to your questions…

Kindling

F

I

R

E

S

ind a question that can be

explorednternalize the question

ecord your thoughts

xchange ideas with a

partnerearch for similarities and

differences

Kindlingpage 74

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C

R

E

A

T

E

ompare and contrast

elate personally

valuate

ssociate

race/sequence

numerate34Silver, Strong & Associates

I

D

E

A

S

dentify & describe

efine

xplore & create

rgue a position

ummarize

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The Questions You Ask

• When did Columbus discover America?

• Columbus and astronauts: are they more similar or more different?

• Should Columbus’ discovery of America be celebrated or regretted?

• What if Columbus landed on the West Coast instead of the east coast? How

would our world be different?

The Questions You Ask

Attract students interest,

Improve their engagement and attention,

Expand students thinking to;

remember,

reason,

relate and

create

Associative Thinking

STIMULUS

ASSOCIATION

EXPLANATION

Word

What comes

to mind?

Why?

August 2009 38Niagara-Wheatfield/Cheektowaga

Associative

ThinkingPage

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What comes to mind when you

think of the word “Boredom”?

3 words Reasons

August 2009 40Niagara-Wheatfield/Cheektowaga

High School Students respond:

overwhelmed

Can’t pay attention. I’ve got more

important things on my mind.

monotonous

tedious

distracted

uninterested

Same old, same old!

Mindless, teacher talk.

Like a music video, you become

numb, too much coming at you at

once.

Why do I need to know this? I’ll

never use it. August 2009 41Niagara-Wheatfield/Cheektowaga

Boredom and Its Opposite 42

Boredom

Adam Phillips

• A form of depression - a kind of anger

turned inward.

• A longing for that which will transform

the self, making life and learning more

meaningful.

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Meet with two or three people;

1. generate & record your words

associated with boredom

2. organize the words into three groups

and label each group.

3. Based on your group’s work what

conclusions can you make about

boredom.

INDUCTIVE PROCESS

Boredom and Its Opposite 44

INDUCTIVE PROCESS

GENERATE

GROUP

LABEL

CONCLUDE

Stuff

Classify

Big Idea

Generalize

monotonous

tedious

school

repetition

overwhelmed

frustrated

angry

Fear of

Failure

Metaphorical Thinking

A way to make the familiar strange and the strange familiar

SIMILIE: Comparing two different things usually by using like or as.

Boredom is like . . .

because . . .

Collaborative

SummaryPage 78

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Boredom in school is a feeling that causes you to be lazy because what you are being asked to do does not make sense, you feel frustrated, have a hard time focusing and in the end know you will not succeed.

Olivia P.

Boredom occurs when you can’t focus or when the same old stuff happens over and over again. It leads to negative emotions like frustration, and it has physical signs like yawning.

Jason W.

John Goodland,1983 A Place Called School

The American classroom is preoccupied with the

dissemination of information and low level intellectual processes and

the use of diverse engagement is minimal.

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Anticipation Guidepage 40

Anticipation Guide

1. The hours spent at school have little influence on students learning as compared to the influence of the home environment.

2. The success or failure of many students is directly related to the instructional strategies that the teachers use in their classroom.

3. A strategic teacher is a modeler and a mediator of instruction.

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Rank Order

What is the area of greatest concern to you (1) to least

concern (6)

__ What causes achievement gaps?

___ Strategies I can use in my classroom tomorrow.

___ How to provide for diverse learners while still meeting

or exceeding state’s standards.

___ Tools for increasing all students’ learning capacities.

___ How to make our professional development system

more effective.

Do-Look-Learn

• Doing is the process of performing tasks that require some type of mental activity;

• Looking is the process of becoming an observer of your own thinking and actions; and

• Learning is the process of revising and synthesizing learning into a meaningful whole.

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Do-Look-Learn

What are three things/tasks you like doing and care enough to work hard at? Briefly explain why.

What are three things/tasks you dislike doing and don’t care enough to work hard at? Briefly explain why.

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Now, what can we conclude about activities we dislike doing?

• Have to’s

• Tedious

• Require little thought

• After they’re done, you have to do them again

Characteristics of engaging work

• Stimulates our curiosity and interest

• Permits us to express our creativity

• Fosters positive relationships

• Involves doing things we’re good at or are getting better at

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What Is Your Engagement SCORE?

Sthe drive toward

M

Rthe drive toward

I

Cthe drive toward

U

Othe drive toward

S

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uccess

astery

uriosity

nderstanding

elationships

nterpersonal connections

riginality

elf-Expression

Success + Curiosity + Originality + Relationships = Engagement

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Why Vocabulary Matters…

1. Increases verbal intelligence.

2. Raises the level of student achievement in all content areas and across grade levels.

3. Raises people’s levels of income and increases career opportunities.

4. Enhances self-confidence and self-concept

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A Word is like a…

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photosynthesis

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rectangle

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promise

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volume

Book in a series

volume

Memory Box

Take a moment to review your notes.

On a blank sheet of paper, create a box.

Write down everything you can remember about the topic.

Boggle:

Compare your list with a partner. Earn a point for everything you have that they don’t have.

MVP: Most Valuable Point

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How many of you have ever participated

in a professional development session

and left saying:

1.I can do this!

2.I can do this . . . but . . .

3.I am going to give this a try tomorrow!

4.No way, not with my students or I

already do this!

There can be no improvement in

learning without the teacher.

Richard Strong