achieving student engagement through great lesson design · multiplication problems. use at least...

Achieving Student Engagement Through Great Lesson Design

Presented by:

Michael Moody Jason Stricker

[email protected] [email protected]

(818) 382-2200

www.InsightEducationGroup.com

SMART Framework for Engagement • Safe environment for participation

• Motivation via effective curriculum

• Accountability shared by the student and teacher

• Reasoning and communication skills

• Tools of engagement

Objectives

By the end of the session, participants will be able to… • Design for engagement: Understand a concrete process

to design relevant, interconnected standards-based, engaging curriculum.

• Deliver for engagement: Learn instructional strategies

that create a safe environment for engagement, and provide students with the tools and knowledge to actively participate in class.

Strategic Design for Student Achievement™ • Insight Education Group, Inc. © 2006

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The Process of Instructional Planning

Traditional Practice

1. Select a topic

2. Design activities

3. Design and give assessment

4. Give grade or

feedback and move on to new topic

Strategic Design™

1. Select standards

2. Design assessment

3. Plan instruction / differentiate

4. Use data to give feedback, re-teach or move on


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Designing for Student Achievement

Blo

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Assessm

ent

Options

Researc

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Str

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Identify Desired Outcomes

Student Achievement

Align Assessment

Design & Differentiate Instruction


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Priority 3

Priority 2

Priority 1

Determining Curricular Priorities

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Prioritizing Standards Flow Chart

YES

Do you (the teacher) have a complete understanding of

the content?

Study, ask colleagues for assistance, attend

professional development opportunities.

Apply Bloom’s Taxonomy

Rule of Thumb: In standards containing two or more levels of

Bloom’s, use the highest level.

Highlight verbs in each standard

Is this non-essential knowledge that may enhance student understanding of the broader topic?

Priority 2

P2

Priority 1

P1

Priority 3

P3

Does the standard represent a set of discrete skills or isolated pieces of knowledge?

Does the standard represent a multi-faceted, complex idea that requires deep analysis/investigation?

Read state content standards. Begin with one

strand.

YES

NO

NO

NO

YES

YES

©Insight Education Group, Inc. 2004

Common Core State Standards

Math Standard

ELA Standards

Bloom’s Level(s)


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Bloom’s Taxonomy Resource

KNOWLEDGE Exhibit memory of previously-learned material by recalling facts, terms, basic concepts and answers.

KEY WORDS

who what why when omit

where which choose find

how define label show

spell list match name

relate tell recall select

QUESTIONS What is…?

Where is…?

How did ____ happen?

How would you show…?

Who were the main…?

Which one…?

How is…?

When did ____ happen?

How would you explain…?

Can you list three…?

ACTIVITIES Make a list of the main events.

Make a timeline of events.

Make a facts chart.

Write a list of any pieces of

information you can remember.

List all the…in the story.

Make a chart showing…

Recite a poem.

COMPREHENSION Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting,

giving descriptions and stating main ideas.

KEY WORDS

compare contrast

demonstrate interpret

explain extend illustrate

infer outline relate

rephrase translate

summarize show classify

QUESTIONS How would you classify the type

of…?

How would you compare…?

contrast…?

Will you state or interpret in your

own words…?

How would you rephrase the

meaning…?

What facts or ideas show…?

What is the main idea of…?

Which statements support…?

Which is the best answer…?

What can you say about…?

How would you summarize…?

ACTIVITIES Cut out or draw pictures to show

particular event.

Illustrate what you think the main idea

was.

Make a cartoon strip showing the

sequence of events.

Write and perform a play based on the

story.

Retell the story in your own words.

Paint a picture of some aspect you

like.

Write a summary report of an event.

Make a coloring book.

APPLICATION Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a

different way.

KEY WORDS

apply build choose

construct develop interview

organize plan select solve

utilize model identify

experiment with

make use of

QUESTIONS How would you use…?

What examples can you find to…?

How would you solve ___ using what

you’ve learned…?

How would you organize ___ to

show…?

What approach would you use to…?

What would result if…?

Can you make use of the facts to…?

ACTIVITIES Construct a model to demonstrate how

it will work.

Make a diorama to illustrate an

important event.

Make a scrapbook about the areas of

study.

Make a paper-mache map to include

relevant information about an event.

Take a collection of photographs to

demonstrate a particular point.


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ANALYSIS Examine and break information into parts by identifying motives or causes. Make inferences and

find evidence to support generalizations.

KEY WORDS

Analyze categorize classify

compare contrast discover

dissect divide examine

inspect simplify survey

distinguish list distinction

theme relationships

function motive inference

assumption conclusion

take part in test for

QUESTIONS What are the parts or features of…?

How is ___ related to…?

Why do you think…?

What is the theme…?

What motive is there…?

Can you list the parts…?

What inference can you make…?

What conclusions can you draw…?

How would you classify…?

What evidence can you find…?

ACTIVITIES Design a questionnaire to gather

information.

Write a commercial to sell a new

product.

Conduct and investigation to produce

information to support a view.

Construct a graph to illustrate selected

information.

Make a jigsaw puzzle.

Make a family tree showing

relationships.

Put on a play about the study area.

SYNTHESIS Compile information together in a different way by combining elements in a new pattern or

proposing alternative solutions.

KEY WORDS

Build choose combine

compile compose construct

create design develop

estimate formulate imagine

invent make up originate

plan predict propose solve

suppose discuss modify

change adapt improve

minimize delete happen

elaborate theorize

QUESTIONS What changes would you make to

solve…?

How would you improve…?

What would happen if…?

Can you elaborate on the reason…?

Can you propose an alternative…?

Can you invent…?

What would be done to minimize…?

How would you test…?

ACTIVITIES Invent a machine to do a specific task.

Design a building to house your study.

Create a new product. Give it a name

and plan a marketing campaign.

Write about your feelings in relation

to…

Sell an idea.

Devise a way to…

Design a record, book, etc. for…

EVALUATION Present and defend opinions by making judgments about information, validity of ideas or quality of

work based on a set of criteria.

KEY WORDS

Award choose conclude

criticize decide defend

determine dispute evaluate

judge justify measure

compare mark rate

recommend rule o select

agree appraise prioritize

opinion interpret explain

importance criteria prove

assess value perceive

deduct

QUESTIONS What is your opinion of…?

How would you prove…?

Disprove…?

Would it be better if…?

Why did the character choose…?

What would you recommend…?

How would you rate the…?

How would you evaluate…?

What would you select…?

Why was it better that…?

ACTIVITIES Conduct a debate about an issue of

special interest.

Make a booklet about 5 rules you see

as important. Convince others.

Form a panel to discuss views, e.g.

Learning at School.”

Write a letter to…advising on changes

needed at…

Write a half yearly report.

Prepare a case to present your view

about…


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Unit Planning - Clustering Standards

Why Cluster? ! Creates relevance for students ! Connects discrete skills or pieces of knowledge to a larger

concept ! Provides an annual pacing plan

! Ensures coverage of all standards Goal ! Identify the ways in which standards are related to a P1 and to

one another (within the same content area and/or across content areas) in order to create a cluster of standards that will serve as the focus for a unit.

Clustering Considerations • Clustering within the same content area: standards

progressively build requisite skills and knowledge for P1 mastery.

• Clustering across disciplines (thematically): standards connect

around a theme, across strands or across content areas.

Clustering Process

• Step 1: Review standards and identify one Priority 1 standard

that will serve as the anchor for a unit. List this standard first on your unit/lesson plan template.

• Step 2: Find P2 & P3 standards (from all strands) that support

or lend themselves to the P1. List these standards beneath the P1.

Unit 1: Party Planners Subject/Grade: Math 5 Estimated Timeframe: 9/20/11-10/4/11

Domain - Number and Operations in Base Ten

Cluster Anchor(s) - Perform operations with multi-digit whole numbers and with decimals to hundredths

Summative Assessment(s) - Students will complete a project where they have to plan a party for no more than 100 people. They will have a budget and use all four math operations to solve problems as they plan their event. They will also use strategies based on place value, properties of operations, and/or the relationship between addition/subtraction and multiplication/division to solve problems around food ordering and the amount of decorations needed for their parties.

- Students will submit their budget plan with all problems solved as the final product.

Essential Questions - How do the relationships between addition/subtraction and multiplication/division help us do mental math?

- What are the differences in process when multiplying decimals than when dividing decimals?

- Why is it important to be able to compute fluently?

Connection to the Standards of Practice

Model with mathematics.

Attend to precision.

Look for and express regularity in repeated reasoning.

Standard(s) Blooms Level

SMART Objectives “By the end of the lesson, students will be able to:”

Assessments /Activities

5.NBT.5 – Fluently multiple multi-digit whole numbers using the standard algorithm.

III Solve at least 3 multiplication problems of multi-digit numbers using the standard algorithm

With a partner, use dice game to create 10 multi-digit multiplication problems. Use at least two solve/check strategies.

Exit Ticket

5.NBT.6 – Find whole-number quotients of whole numbers with up to four-digit dividends and two digit divisors, using strategies based on the place value, properties of operations, and/or the relationship between multiplication and division. Illustrate and explain the calculation by using equations, rectangular arrays, and/or area models.

IV Define 3 strategies used to find quotients of whole numbers

Find the quotient of 5 word problems and illustrate and explain the calculations used to solve the problems

With team members, test all strategies for finding quotients of whole numbers and explain which strategy you like best and why. Play the word problem matching game and match each word problem to its correct solution. Explain answers using drawings and complete sentences.

Exit Ticket

Unit Plan

5.NBT.7 – Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.

IV Add and subtract at least 3 problems that contain decimals to the hundredths using varying strategies.

Multiply at least 5 problems that contain decimals to the hundredths using varying strategies.

Divide at least 5 problems that contain decimals to the hundredths using varying strategies.

Select a strategy to solve 10 word problems that contain decimals to the hundredths using addition, subtraction, multiplication, or division and explain the strategy used .

Relay Race Station: Correctly solve five multiplication problems with decimals to the hundredths, five division problems with decimals to the hundredths, and three addition/subtraction problems with decimals to the hundredths.

Word Problem Station: Solve a total of 10 word problems and explain the strategy used to solve the problem.

Standard(s) Blooms Level

SMART Objectives “By the end of the lesson, students will be able to:”

Assessments /Activities


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Posted Indicators

Self-directed students know…

What they will be able to do by the end of a unit:

Unit BoardUnit Board ! Essential questions ! Summative Assessment ! Evaluation Criteria

What to do right away:

Daily Do NowDaily Do Now ! Pencil-to-paper ! 5-10 minutes ! Measurable

What they will be able to do by the end of a lesson:

Daily ObjectivesDaily Objectives ! Specific ! Measurable ! Aligned to Standards ! Realistic ! Time-bound

What they will be prepared to do independently:

HomeworkHomework ! Connected to the lesson ! Meaningful


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SMART Framework for Engagement

SMART Framework

Strategies Observed Next Steps

Safe environment for participation

Motivation via effective curriculum

Accountability shared by the student and teacher

Reasoning and communication skills

Tools of engagement


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THE WARM-UP PROBLEM APPROACH

PURPOSE

Introduction Diagnosis

Assessment Review

Awareness Level

STRUCTURE

Multiple Choice Short Answer

Justified Response Open-ended

GUIDELINES

1. “Quick and Dirty” 2. Show both problems at once and read aloud to

give access to content and language. 3. Get consensus on an answer and move on. 4. Can be multiple choice, short answer, or open-

ended format. 5. Continue/save for “problem solving” day if needed.


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“CONVINCE ME” DISCUSSIONS - GUIDELINES

Steps Key Strategies

Present the Problem(s)

! Ask a student to read the problem(s) aloud. ! Give students explicit instructions on the desired

mode of response (e.g. written – words, numbers, or both - oral, pictorial, etc.).

Allow Wait Time

! Do not begin to take answers until everyone has had time to work on the problems.

! Be prepared with an extension question to give to students who finish more quickly.

! Let students know you will be calling on them next, so they can mentally get ready.

Record all Solutions

! Let reasoning determine correct answers. ! Maintain a neutral presence.

Encourage Different

Approaches

! Ask for different approaches even when a correct solution has already been given.

! Ask student to share their method on the overhead or on the board. Require them to explain their thinking as they share their solutions.

! Circulate around the room, calling out different approaches you see that are reasonable.

! Make a chart listing all of the strategies and methods student use.

! Provide a variety of different problems in different formats.

Encourage and Support Debate

! Don’t interrupt and don’t fill in. ! Avoid paraphrasing. ! Encourage students to discuss their thinking in pairs/

groups before whole class discussion. ! Get agreement/disagreement feedback from the

class in the form of hand signals. ! Encourage questions and comments from students to

clarify thinking and promote discussion.


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ENGAGEMENT TECHNIQUES

MODE OF RESPONSE Students should be asked to use specific modes of response when answering a question. Whenever possible, use modes of response that engage the maximum number of students and/or reinforce the use of vocabulary and communication. Examples include:

! “Show me on your fingers” ! “Whisper to your neighbor” ! “Write it on your white board/paper” ! “Call it out together”

NOTE: When students show their answers visibly or orally, it permits other students to learn from them. Students should be encouraged to “borrow an answer that seems reasonable” from a peer if they do not know the answer. This both gets at the concept of reasonableness and engages students who struggle with the content in obtaining the correct answer.

HAND AND FINGER SINGALS Hand and finger signals are used to provide students with a consistent way of responding. It is a silent mode of communication that allow everyone to participate without distracting from the lesson. Develop signals for:

Agreement: Disagreement: “I Don’t Know”: Unrelated Need or Question:

SPACE, CIRULATION, & QUICK HINTS

The use of space in the classroom is important for a variety of reasons. A teacher must use the full space of the classroom to facilitate the active involvement of as many children as possible. When the mode of response given is “on your paper,” the teacher can easily circulate to see what students are writing.

Benefits: • Students have more frequent contact with teacher. • Supports classroom management goals. • Proximity encourages involvement. • Provides an opportunity to give verbal hints to entire class (e.g. “ I see that

Katrina is using the word “therefore” to create a transition in her writing”…”I like how Daniel is lining up all of the digits in the one’s place”…)


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POSITIVE REINFORCEMENT The key behind implementation of a successful instructional strategy is consistency. You can establish a set of rules through positive reinforcement of the behavior that you want as long as you are consistent. Behavior: If you say, “I’d like a quiet hand to give me the answer,” then you should expect a quiet hand. Gradually the “call-outs” will realize they are not going to get recognized and get attention until they follow the rules. Content: Give students positive reinforcement for such things as:

! Correctly using content vocabulary ! Explaining their thinking ! Offering a solution or different approach ! Asking good critical thinking questions of their classmates

DELIBERATE MISTEAKS " Mistakes are the best learning experiences. By occasionally incorporating deliberate “misteaks” into your lessons, you can model for students how to handle an error, and reinforce concepts through counter-examples. The mistakes can be large or small, or just in the spelling of a word. By anticipating common student errors and making that mistake yourself, you can reinforce the content through a counter-example. Mistakes also allow you to model such behaviors as:

! Gracefully correcting yourself, reflecting on what you just learned, or articulating how you needed a reminder of what you already had learned.

! Thanking the student for “being a good colleague by helping be more accurate.” ! Wondering aloud if you should re-check other parts of your work – and then

doing it.

DO YOU HEAR AN ECHO? As much as possible, avoid repeating what students say to the whole class. Encourage them to talk to each other about content, rather than through you. This will help promote independent communication and self-reliance. If a student says something too quietly for others to hear, ask a student on the opposite side of the room if they could hear. If not, ask the student to repeat the idea more loudly. It may also be helpful to teach students to use a hand signal to let each other know if they can’t hear what was said. A hand cupped behind the ear works well.

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