MRL Design Question 2:

What will I do to help students effectively interact with new knowledge?

Apply techniques to cause students to interact with new content

Choral response

Slates/response boards

Structured partners

Sentence Stems

Frayer Model

Yes-No-Why?

Tell-Help-Check

Interaction Sequence

Paragraph Shrinking

Normative Classroom Discourse

20% of students doing80% of responding

Interacting With New Knowledge

Identify critical information.

Organize students into groups to interact with new knowledge.

Preview new content.

Present new information in small chunks.

Process new information (summarize, clarify).

Elaborate on new information.

Record and represent knowledge.

Reflect on learning.

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)

If it’s worth doing, I should cause ALL to do it!

“Old School”

volunteer responding

students raise hands to answer

Questions like Does anyone know…? Who can tell me…? Who has an idea? Jane, what did…?

Better

Everyone think…then everyone say, write, do

Written response

Partners first (before individual public responses)

Intentional & Random Calling

Many Ways to Engage

“It’s about the architecture!”

(Kevin Feldman)

• structured

• ALL students make thinking visible (say, write, do)

• actionable feedback

Make Thinking Visible!

Say

Write

Do

EXPERIENCE & OBSERVE

Strategy observer What techniques did you observe? What good practices

did you see? What could be more effective?

Participant observer What words, behaviors, evidence of student learning did

you notice?

Participants What did you learn? What worked for you? How did you

feel as a learner using this strategy?

neologism

Critical Attributes

ExamplesNon-Examples

Please answer:

Yes or No: “Staycation” is a neologism.

Rate your understanding of the word neologism.

1 I’ve never heard this word before.

2 I’ve heard this word, but I don’t really know what it means.

3 I know the general meaning of this word, though I may not be able to define it in detail or use it myself.

4 Whether spoken or written, I know this word well and understand its meaning.

neologism

neo (Gk, new)

logos (Gk, word)

-ism (noun, distinctive, trait or idea)

Critical Attributes

recently coined (first used)

not yet accepted as mainstream

neologism or NOT?

neologism

Yes – No – Why?: “Staycation” is a neologism

Rate your understanding of the word neologism.

1 I’ve never heard this word before.

2 I’ve heard this word, but I don’t really know what it means.

3 I know the general meaning of this word, though I may not be able to define it in detail or use it myself.

4 Whether spoken or written, I know this word well and understand its meaning.

EXPERIENCE & OBSERVE

Strategy observer What techniques did you observe? What good practices

did you see? What could be more effective?

Participant observer What words, behaviors, evidence of student learning did

you notice?

Participants What did you learn? What worked for you? How did you

feel as a learner using this strategy?

Interacting With New Knowledge

Identify critical information.

Organize students into groups to interact with new knowledge.

Preview new content.

Present new information in small chunks.

Process new information (summarize, clarify).

Elaborate on new information.

Record and represent knowledge.

Reflect on learning.

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, device, etc.) 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)

Interaction Sequence

1. Prompt All

2. Interview Pairs

3. Select Purposefully

4. Select Randomly

5. Select Volunteers

• Ask all• Pause (wait time)• Cause students to make

thinking visible

(Sharer, Anastasio, & Perry, 2007, p. 80-85)

• Check student answers• Probe• Provide answers when

missing• Take note of good

responses

Sentence Stems

teacher prompt to use specific academic language or syntax when responding to prompts

Why? beyond chatting accurate rehearsal students using academic language and syntax provides scaffold to competently discuss topic

Sentence Stems: Examples

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)…

Anticipation Guide

preview new content (review background knowledge)

identify misconceptions

provide purpose / focus (support, refute, answer questions)

Before Reading

Statement After Reading

The most expensive wine is always the best wine.

To produce the best grapes for wine, vines should be well-irrigated.

The vines with the highest yields tend to produce the most flavorful grapes.

Paragraph Shrinking

1. Who or what is the paragraph/section about?

2. What is the most important information about the who or what?

3. Say it in a main idea statement with *10 words or less.

(Repeat and combine the main idea statements to summarize a longer selection.)

*May adjust for older students using complex text.

Fuchs et al. (2007) Peer-assisted learning strategies (PALS)…

Tell – Help – Check(Archer & Hughes, Explicit Instruction, 2011, p. 141)

(Study): All study particular material

Tell: A tell B

Help: B respectfully agree or disagree correct, clarify, add offer reasons and confidence level

Check: pairs check notes, display, etc. All students revise written record

Yes – No – Why?

posing a stimulating question or statement for which students must take a position and formulate reasoning

Calling on individual students is an effective way to elicit responses about new content. I agree with this assertion because… I disagree with this assertion because…