instructional routines
DESCRIPTION
E ffective I nstruction S eries 2012-2013. Instructional Routines. Lesson Structure. Bell Ringer Clock Partners – 12:00. Craft Knowledge Think – Pair – Share (Wait-Time Extended). Think – What strategies/routines have you observed today that are applicable to your teaching assignment? - PowerPoint PPT PresentationTRANSCRIPT
Lesson Structure
Effective Instruction Series
2012-2013
Instructional Routines
Bell Ringer Clock Partners – 12:00
Craft KnowledgeThink – Pair – Share (Wait-Time Extended)
Think – What strategies/routines have you observed today that are applicable to your teaching assignment? Name it. Describe it. Say why it’s good.
Pair – Discuss your ideas.
Share – Share one idea when prompted. Record craft techniques that you want to remember!
Objectives
You will…
Identify and explain research-based ways to boost retention. Lesson structure
Apply active participation techniques to engage more students more often with more purpose.
Fire Your Neurons!Think - Write
Think of a lesson structure you know well.
Write the essential steps of the lesson structure.
Research/Literature Base
Instructional Theory Into PracticeITIP (Hunter, 1982)
Teaching Schema for Master LearnersTSML (Pollock, 2007)
How the Brain Learns, adapted from ITIP (Sousa, 2006)
The Art and Science of Teaching (Marzano, 2007)
Explicit Instruction: Effective & Efficient Teaching (Archer & Hughes, 2011)
Lesson Structure Components
Objective
Set
New information (I do it. We do it.)
Application (We do it. You do it.)
Closure
Explicit Instruction (Archer & Hughes, 2007)
Lesson Structure Models for
Skills & Strategies
Vocabulary & Concepts
Rules (of content)
www.explicitinstruction.org
Lesson Structure ComponentsOpening
Attention Review (interactive) Preview
Body Skill or Strategy: I do it. We do it. You do it. Fact: Tell. Rehearse. Rules: Introduce rule. Illustrate with examples & non-examples. Guide
analysis of examples & non-examples. Check understanding. Vocabulary: Introduce word. Provide student-friendly meaning. Provide
examples & non-examples. Check understanding.
Closing Review (interactive) Preview
Lesson Structure ComponentsCloze ReviewOpening
_____________ _____________ (interactive) _____________
Body Skill or Strategy: ________. _________. ________. Fact: Tell. ________. Rules: Introduce rule. Illustrate with examples & non-examples. Guide
analysis of examples & non-examples. Check understanding. Vocabulary: Introduce word. Provide student-friendly meaning. Provide
examples & non-examples. Check understanding.
Closing _____________ (interactive) _____________
Active Participation
Effective Instruction Series
2012-2013
Instructional Routines
Checking for UnderstandingYes - No – Why? & Sentence Stems
Having students raise their hands to respond to questions/prompts is an effective way of checking for understanding and increasing student engagement.
Yes, I agree with this assertion because…
or
No, I don’t agree with this assertion because…
Yes - No – Why?
posing a stimulating question or statement for which students must take a position and formulate reasoning
Objectives
You will…
Identify and explain research-based ways to boost retention. Lesson structure
Apply active participation techniques to engage more students more often with more purpose. Eliciting student responses (verbal, structured partners)
Why Active Participation?
Opportunities to respond related to increased academic achievement increased on-task behavior decreased behavioral challenges
Caveat only successful responding brings these results
initial instruction (80% accuracy) practice/review (90% or higher accuracy)
Frequent Checks for Understanding
What: teacher solicited, observable evidence of student
understanding or processing of new information student response to instruction (must say, write, do)
Why: appropriate adjustment of instruction (differentiation) increase focus long-term memory requires reorganization / accurate
practice of new information
10-2 (5-1) Ratio
For every ten minutes of instruction, take two minutes to check for understanding (5-1 for younger students). All students Overt participation Directly related to objective
“Pause Procedure”
(Sharer, Anastasio, & Perry, 2007, p. 87-88)
Reception CheckCell Phone Reception Check
Full Bars…
or
No Signal?
10-2 (5-1) RatioCloze Review
For every ___________ of instruction, take __________ to check for understanding (5-1 for younger students). ____________ ________ participation Directly related to __________
Perception Checks
What:
Asking students to rate their perception of readiness or understanding
How:
cell phone reception check
oil check, windshield check
weather report thumbs up fist of five many others
Show Me!
Augment effectiveness of perception check
How well could you recall 10-2 / 5-1 to teach it to a classmate? perception check (e.g., Fist to Five)
Show Me! each student demonstrates response boards, written response
What will I do to engage students?
What do I typically do to manage response rates?(Marzano, “Teacher Scales for Reflective Practice” p. 185)
Ways Students Can Respond
Verbal Responses
Written Responses
Action Responses
more students responding accurately
more often
Choral / Unison Response
prompting students to respond together on cue when answers are short and the same
Why? focus tool
provides thinking time
all students responding
students using academic language (vs. teacher-talk)
repetition of important terms/concepts
accurate pronunciation (safe rehearsal)
provides feedback for teacher
Response Slates/Cards
Prompting students to write responses on “slates” (personal whiteboard) or point to responses on prepared cards
Why? Monitor ALL student responses Reusable materials Slates: longer, divergent answers Cards: limited answers, quick probes
Structured Partner Response
teacher-structured activity when student pairs share/discuss specific information
Why? elaborative response or to review recently learned
information increase focus, attention, academic language use, etc. provides scaffold Increases opportunity for students to look good
Structured Partner Response
How?
teacher-selected partners gracious middle with low alternate ranking (readiness, social skills) use base groups / assign roles (A and B / 1 and 2)
clear expectations specific prompt/task structured academic language (i.e. sentence starters) on-the-clock monitor, provide scaffolding and feedback
Tips for Structured Partners
“If you want it, teach it!” (APL)
Look – Lean – Whisper
tape numbers on tables (#1, #2 with arrows pointing to partners)
change partnerships occasionally (3-6 weeks)
Sentence Stems
teacher prompt to use specific academic language or syntax when responding to prompts orally or in writing
Why? beyond chatting accurate rehearsal students using academic language and syntax provides scaffold to competently discuss topic
Sentence StemsExamples
I predict ___ because ___.
One consequence of the invention was a rise in __.
Two potential motives behind an author’s use of roman à clef include ___.
…your response must include the words “function” and “variable.”
Somebody (people)…
wanted (motivation)…
but (conflict)…
so (resolution)…
Somebody (people)…
wanted (motivation)…
but (conflict)…
so (resolution)…
Something (independent var.)…
happened (change)…
and (affect on dependent var.)…
then (conclusion)…
Something (independent var.)…
happened (change)…
and (affect on dependent var.)…
then (conclusion)…
(Study) Tell – Help – Check
Study: each studies topic/question for a few minutes (opt.)
Tell: teacher designates partner to recall information
Help: (other partner) assists (asks questions, gives hints, tells more) respectfully agrees or disagree with reasons
Check: together check notes / display, each corrects written record
Individual Turns
calling on individual students when answers are long or different (best) after written/structured partner response
Why? voice (rehearse) accurate information voice multiple perspectives some individual accountability (though few students)
Individual Turns
Intentional (or Purposeful) Selection students with accurate answer (partners, writing, interview) accurate rehearsal
Random Selection (or “faux random”) teacher calls on students focus (everyone is on-the-hook)
Volunteer Selection students volunteer opportunity for elaboration, more voices in the room
Interaction Sequence
1. Prompt / ask ALL students.
2. Pause (3+ seconds).
3. Put students on-the-clock.
e.g., “You have 30 seconds to share your answer with your partner.”
4. Students share their thoughts with a partner.
5. Select student(s) to respond.
Monitor & Conference
• Check student answers• Probe• Provide answers when missing• Take note of good responses
1. Intentional Selection2. Random Selection3. Volunteer Selection
(Sharer, Anastasio, & Perry, 2007, p. 80-85)
Pass Option
Best as temporary exit “Tell me one thing you heard _(the previous responder)_
say.” “Tell me the best answer you’ve heard so far.” Look it up in notes
Requires teaching Explain why Teach what it looks like / sounds like Communicate its temporary nature
(Sharer, Anastasio, & Perry, 2007, p. 32-34)
Craft KnowledgeThink – Ink – Link
Think– What strategies/routines have you observed today that are applicable to your teaching assignment? Name it. Describe it. Say why it’s good.
Ink– Record at least two in your Craft Knowledge Record
Link– Give One – Get One (2-3 people)
Written Response
Prompting students to write brief responses when answers require elaborative rehearsal or are divergent
Why? writing first increases thinking, accountability, focus provides teacher with concrete feedback connects written language to oral language
Statements of Learning
In one sentence and in your own words, explain what you learned about ___ as a result of our lesson.
Specify that students must include what they learned about the specific concept Not: I learned how to summarize. Instead: (I learned that) to summarize I should keep important
information, get rid of unimportant stuff, and replace specific lists with general words.
Monitor and provide feedback! Use quick desk checks, listen to groups Address misconceptions Model, provide examples Use as exit ticket
Write A Headline
1. Consider a chunk of information.
2. Write a short headline to summarize the information.
One-Word Summary
1. Identify one word that sums up a particular concept or lesson
2. Explain your choice in writing to a partner in a picture
Most Important Step!
• isolation of critical attributes
• relevance, validity
Most Important Step!
• isolation of critical attributes
• relevance, validity
Nonlinguistic Representation
1. Draw or find a picture, diagram, or chart to represent the new information or concept.
2. Explain your choice in writing to a partner or
group
Most Important Step!
• isolation of critical attributes
• relevance, validity
Most Important Step!
• isolation of critical attributes
• relevance, validity
Graphic Organizer:Concept Map
Frayer Model
topic
Essential characteristics or definition in your own words.
Non-Essential Characteristics
Examples Non-Examples
Lotus Notes