March 21 tools
description
Transcript of March 21 tools
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Tools for Promoting Active, In-depth Learning!
Presented by
TrDan
TrDanMoirao.com
www.danmoirao.com
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The three most frightening words in America….
_____ ________ _______assemblySome required!
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What is the differencebetween?
NOVICE EXPERT
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Give-one, Get-onepage 11
6Silver, Strong & Associates
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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
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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
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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?
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Justin J. Korijkac
November 23, 2011
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Fist List
What are you good at?
When school was hard?
August 2009 13Niagara-Wheatfield/Cheektowaga
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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
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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
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Book in a series
volume
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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.”
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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
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-- 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…
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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
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Kindlingpage 74
33Silver, Strong & Associates
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C
R
E
A
T
E
ompare and contrast
elate personally
valuate
ssociate
race/sequence
numerate34Silver, Strong & Associates
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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?
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The Questions You Ask
Attract students interest,
Improve their engagement and attention,
Expand students thinking to;
remember,
reason,
relate and
create
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Associative Thinking
STIMULUS
ASSOCIATION
EXPLANATION
Word
What comes
to mind?
Why?
August 2009 38Niagara-Wheatfield/Cheektowaga
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Associative
ThinkingPage
39Silver, Strong & Associates
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What comes to mind when you
think of the word “Boredom”?
3 words Reasons
August 2009 40Niagara-Wheatfield/Cheektowaga
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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
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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
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Boredom and Its Opposite 44
INDUCTIVE PROCESS
GENERATE
GROUP
LABEL
CONCLUDE
Stuff
Classify
Big Idea
Generalize
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monotonous
tedious
school
repetition
overwhelmed
frustrated
angry
Fear of
Failure
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Metaphorical Thinking
A way to make the familiar strange and the strange familiar
SIMILIE: Comparing two different things usually by using like or as.
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Boredom is like . . .
because . . .
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Collaborative
SummaryPage 78
48Silver, Strong & Associates
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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.
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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
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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.
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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
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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
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Book in a series
volume
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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!
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There can be no improvement in
learning without the teacher.
Richard Strong