types of strategies in content enhancement: explicit emerging embedded
TRANSCRIPT
Types of Strategies in Content Enhancement:
ExplicitEmergingEmbedded
Overview
• In this session, ways to use different types of strategies in the Content Literacy Continuum will be presented. Definitions and examples of different types of strategies will be presented. Interactive discussion about how others have used strategies with the Content Literacy Continuum and suggestions for other innovations will occur throughout the session.
Integrating Explicit, Emerging, and Embedded Strategies into Content Enhancements
Level I
ConceptMasteryRoutine1
23 4 5
67
GIST software
Concept Strategy
(explicit)
Categorization Strategy
(emerging)
Self-Questioning
Strategy
(embedded)
Strategic Enhancer
for Definition
(emerging)
Self Checklist
Evaluation
Cue
Do Review
Planning
• The potential for using different types of strategies is always present when a teacher uses Content Enhancement Routines at Level I of the Content Literacy Continuum. These are considerations when teachers use SMARTER planning, particularly when they focus on the R-Step, in each Enhancement decision.
•
Unit Planning
Generalization & Problem Solving
Content Manipulation
Content: Facts, Concepts,
Definitions, Propositions
Teachable Moments
• Teacher decisions in the instructional process may be carefully planned ahead of time or may be inserted as the teachable moment arises during a lesson. Possible strategies that teachers have to consider may the thought of as the 3-Es: Explicit, Emerging, and Embedded Strategies. Each of these will be defined, and example will be provided.
EXPLICIT CE Strategy
• First, an EXPLICIT strategy is the heart of the Content Enhancement Routine process as exemplified in the linking steps on the graphic and cued with an acronym.
Concept
Comparison Table2 Overall Concept
1
3 Characteristics3 Characteristics
9 Extensions 4 Like Characteristics
6 Unlike Characteristics
8 Summary
5 Like Categories
7 Unlike Categories
1 Concept
C Communicate targeted conceptsO Obtain the Overall ConceptM Make lists of known characteristicsP Pin down Like CharacteristicsA Assemble Like CategoriesR Record Unlike CharacteristicsI Identify Unlike CategoriesN Nail down a summaryG Go beyond the basics
Resources
Renewable resources(Oxygen, water, sunlight)
Non-renewable resources(Metals, minerals, fossil fuels)
Part of natural environment
Used by humans
Replaced or recycled by nature
Unlimited
Part of natural environment
Used by humans
Not replaced or recycled by nature
LimitedWhere found
Who uses
Unlimited Limited
Replaced by nature Not replaced by
nature
Renewable and non-renewable resources are both part of the natural
environment on earth used by humans. They differ in availability and nature’s
ability to replace them.
Part of natural environment
Used by humansHow available
How
replaced
Evaluate the
success of
recycling
efforts on
two non-
renewable
resources
Explicit:COMPARING
EMERGING CE Strategy
• Second, an EMERGING strategy is found in a segment of an instructional routine process or device. It may be a small part of the graphic organizer device that emerges as useful on its own. Teachers and student can, if they wish, co-construct the steps for use, develop an acronym or numbered steps, or use a Strategic Enhancer that was developed to support that emerging strategy.
CONCEPT DIAGRAM
Pollution
Always Present Sometimes Present Never Present
TIE DOWN A DEFINITION
Key Words
PRACTICE WITH NEW EXAMPLE
CONVEY CONCEPT
NOTE KEY WORDS
OFFER OVERALL CONCEPT
CLASSIFYCHARACTERISTICS
Contamination
Waste
Acid rain
In the air
Causes harm
Smog
Wastewater
Dumps
Recycled by nature
Examples: Nonexamples:EXPLORE EXAMPLESSmog
Acid rain
Non-decomposed dumps
Greenhouse
gases?
Clouds
Treated wastewater
Recycled plastics
Pollution is a form of contamination in which harm is caused by the presence of wastes that are too great to be recycled by nature.
HarmPresence of wastesWastes are too great to be recycled by
nature
In air
In water
On land
DecompositionRecycled by nature
Emerging:DEFINITON (1+2+4=7)
EMERGINGDefinition Strategy from the Concept Diagram:A good definition consists of the
*name of the concept;*name of the overall concept;*all of the characteristics that must always
be present in the concept.
Concept Linking Steps to use:Name of concept Step 1Name of overall concept Step 2Always characteristics Step 4
Resulting in the definition Step 7
EMBEDDED CE Strategy
• Third, an EMBEDDED strategy is a stand-alone strategy that may have been taught separately or in another class. However, it is used when needed to enhance the power of the Content Enhancement device and content learning. Many of the Strategic Enhancers provide support for use of embedded strategies during content instruction.
CONCEPT DIAGRAM
Pollution
Always Present Sometimes Present Never Present
TIE DOWN A DEFINITION
Key Words
PRACTICE WITH NEW EXAMPLE
CONVEY CONCEPT
NOTE KEY WORDS
OFFER OVERALL CONCEPT
CLASSIFYCHARACTERISTICS
Contamination
Waste
Acid rain
In the air
Causes harm
Smog
Wastewater
Dumps
Recycled by nature
Examples: Nonexamples:EXPLORE EXAMPLESSmog
Acid rain
Non-decomposed dumps
Greenhouse
gases?
Clouds
Treated wastewater
Recycled plastics
Pollution is a form of contamination in which harm is caused by the presence of wastes that are too great to be recycled by nature.
HarmPresence of wastesWastes are too great to be recycled by
nature
In air
In water
On land
DecompositionRecycled by nature
Self-questioningEmbedded:
that are
NAMEDATEUnit Organizer BIGGER PICTURE4
LAST CHAPTER CURRENT UNIT NEXT CHAPTER
is about... CHAPTER SCHEDULE CHAPTER MAP
1 32
58
Human Use of Resources
can result in
SE
LF
-TE
ST
Q
UE
ST
ION
S RE
LA
TIO
NS
HIP
S
67 1. Why is pollution a problem?2. How are renewable and non-renewable resources
alike and different?3. How does burning a tropical rain forest affect our
environment?4. How do effects of useful products cause problems for
the ozone layer and for humans?
Biosphere Environmental Solutions
Investigating Problems & Solutions
12-1 Our Environmentp. 635
The effects of human use of
natural resources on the earth’s
environment
p. 64112-2 Pollution
12-3 Resourcesp. 646
12-4 Problemsp. 650
12-7 Project Due
12-8 Test
Comparison
Analogy
Cause-Effect
Problem-Solution
must be understood
by
that can result inOur
environment
Environmental
problems
based on Understanding of
Pollution
RenewableNon-renewable
AirLandWater
Types of resourcesin
Explicit Emerging
CONCEPT DIAGRAM
Pollution
Always Present Sometimes Present Never Present
TIE DOWN A DEFINITION
Key Words
PRACTICE WITH NEW EXAMPLE
CONVEY CONCEPT
NOTE KEY WORDS
OFFER OVERALL CONCEPT
CLASSIFYCHARACTERISTICS
Contamination
Waste
Acid rain
In the air
Causes harm
Smog
Wastewater
Dumps
Recycled by nature
Examples: Nonexamples:EXPLORE EXAMPLESSmog
Acid rain
Non-decomposed dumps
Greenhouse
gases?
Clouds
Treated wastewater
Recycled plastics
Pollution is a form of contamination in which harm is caused by the presence of wastes that are too great to be recycled by nature.
HarmPresence of wastesWastes are too great to be recycled by
nature
In air
In water
On land
DecompositionRecycled by nature
Emerging:DEFINITON (1+2+4=7)
Emerging:CATEGORIZATION
Explicit:CONCEPT
3 CollectKnown Information
4 HighlightCharacteristics ofKnown Concept
5 ObserveCharacteristics
of New Concept
6 RevealCharacteristics
Shared
7 StateUnderstanding of
New Concept
KnownInformation
Name: Hannah B Date:Anchoring Table
2 NameKnown Concept
6Characteristics of Known Concept Characteristics of New ConceptCharacteristics Shared
Known Concept New Concept
1 Announcethe New Concept
ANCHORSLinkingSteps:
Understanding of the New Concept:
Unit:
12
4 5
3
7
Roof on a house(from outer to inner)
Layers of the Atmosphere(from outer to inner)
third layer
second layer
The four layers of the atmosphere have different locations and components.
insulation
tarpaper
Explicit: ANCHORLinking Steps
Embedded:SUMMARIZATION
fourth and lastlayer before spaceshingles or tiles
tarpaper
shingles
tileswood
plywood & insulation
wood supports & rafters
thermospheremesosphere
stratosphere (contains the ozone layer)
tropospherefirst layer closest to where we live
12 12/2/06
Concept
Comparison Table2 Overall Concept
1
3 Characteristics3 Characteristics
9 Extensions 4 Like Characteristics
6 Unlike Characteristics
8 Summary
5 Like Categories
7 Unlike Categories
1 Concept
C Communicate targeted conceptsO Obtain the Overall ConceptM Make lists of known characteristicsP Pin down Like CharacteristicsA Assemble Like CategoriesR Record Unlike CharacteristicsI Identify Unlike CategoriesN Nail down a summaryG Go beyond the basics
Resources
Renewable resources(Oxygen, water, sunlight)
Non-renewable resources(Metals, minerals, fossil fuels)
Part of natural environment
Used by humans
Replaced or recycled by nature
Unlimited
Part of natural environment
Used by humans
Not replaced or recycled by nature
LimitedWhere found
Who uses
Unlimited Limited
Replaced by nature Not replaced by
nature
Renewable and non-renewable resources are both part of the natural
environment on earth used by humans. They differ in availability and nature’s
ability to replace them.
Part of natural environment
Used by humansHow available
How
replaced
Evaluate the
success of
recycling
efforts on
two non-
renewable
resources
Explicit:COMPARING
Embedded:PARAPHRASING
Emerging:CATEGORIZATION
Categorization
1. Identify individual characteristics.
2. Sort into same and different.
3. Consider each set.
4. Name a higher category each characteristics or set of characteristics belong.
Name: Cole D._________________ Date:12.3.06_______ Unit: 12_________________ Lesson/Topic:_Environmental Problems __ Cause and Effect Table
Question:
4 5
7
Describe Beginning Situation:
Conclusion:
Key Words:
Cause(s) Action(s) Effect(s)
21
6 End Result(s)
Sequence3
How does burning in a rain forest affect our environment?
Atmosphere - gaseous mass surrounding the earthrain forest-dense evergreen forest in rainy, usually hot, areascarbon dioxide-gas formed in respiration, combustion & decomposition
Before 20th century during the 20th century Today
Tropical rain forests
remove carbon dioxide
from the atmospher
e and create
oxygen to keep the
atmosphere in
balance.
Farmers cut rain forest to grow crops to feed more people.
Burning the forest releases carbon dioxide into air.Fewer trees means less carbon dioxide is removed from the air.
Increased carbon dioxide in the atmosphere traps heat energy and makes the earth hotter.
The entire
earth is becomin
g warmer,
even though the rain forest is being
destroyed in the
tropics.
What happens in one part of the world can affect everyone.
Explicit StepsEmerging:
SEQUENCING
Embedded:SYNTHESIS
Explicit:ANSWER
Linking steps Question Exploration Guide
Date: TitleCritical
Question #:
Name: Text ReferenceCourse
LessonUnit
How can we use the main idea?5 Is there an Overall Idea? Is there a real-world use?6
1 What is the Critical Question?
What is the main Idea answer?4
2 What are the Key Terms and explanations?
3 What are the Supporting Questions and answers?
How do effects of useful products cause problems for the ozone layer and for humans ?
Environment = Ozone layer =Ultraviolet (UV) rays =
All the things surrounding us - air, land, water, living thingsInvisible layer of gas that shields us from ultraviolet rays harmful rays from the sun.What happens to the ozone layer?
How do products cause problems?What happens when chemicals are released?Why is it a problem if ozone is not formed?What do UV rays of the sun cause?
The ozone layer is being hurt by household products we use on earth.Products like hair spray contain chemicals that are released into the air.When chemicals like chlorine are released into they air, they keep ozone from being formed in the stratosphere.This is a problem because ozone protects us from UV rays of the sun.UV rays cause skin cancer and disrupt weather and crop production.
How can an individual who thinks there is a problem with ozone respond at home?
1-25-06
Our Environment
4
How can we explore the effects of chemicals for ourselves?
Useful products that contain chemicals can disrupt the formation of ozone with bad effects on living things, the weather and crops.
Embedded:SUMMARIZATION
Human Use of ResourcesScience124
Lydia L.
Emerging:QUESTION
GENERATION
Emerging Questioning Strategies
1. What-when-where-who --how-why
2. Exploration of explicit terms in the question followed by implicit key terms in the question.
3. Exploration of the key terms and definitions
4. Use of question-answer-question pattern of unpacking a large, difficult question.
Argumentation & Evaluation Guide
C Bulgren revised 2/15/2008
Name: TeacherDate: _____________________________________
Topic/Title A Little Lead is Too MuchSource Environmental Health
7 Conclusion: Accept/reject/withhold judgment. Present and summarize your reasoning. I accept the claim that lead level standards in children should be lowered based on the arguments in the article. The research cited is an excellent source and earlier changes as a result of removing lead from gasoline seem to support theClaim.
1 What is the Claim, including any Qualifiers)? (underline qualifiers) If the CDC cut the current acceptable lead level in the blood in half for children up to age 6 and enforced it, they would perform better on intelligence testing.
2 What Evidence is presented? Identify each as data, fact, theory or opinion.
A published study followed 200 children from 6 months to 6 years testing a total of 8 times and found that children with lead concentrations from 5 to 9.9 micrograms per deciliter preformed an average of 4.9 points lower on their IQ tests. (data)
In 2001, the head of the CDC said the acceptable level would probably be changed from 10 to 5 micrometers per deciliter of blood, but a change in committee changed that decision. (opinion)
Lower rates were requested by the Independent Clean Air Scientific Advisory Committee. (fact)
Eliminating lead in gasoline resulted in a sizeable increase in IQ levels in children throughout the country. (fact)
Evaluate the evidence as poor, average or excellent and explain(Use reliability, validity, objectivity, well designed experiment).
The published study was valid and well designed. (Excellent)The other evidence is not well supported by facts, but I have heard of the CASAC (average)
4
What are concerns about (sources of error, counterarguments, questions)? Note if concerns are from source or reader. Some members of the CDC Advisory Committee are from the lead industry. EPA does not want to enforce lower standards.
3
6
5 Evaluate the source’s reasoning as poor, average or excellent and explain.(Use logic, accepted ways of thinking, false assumptions)
I think the sources reasoning is excellent. It was based a good source and was logical.
What type of reasoning proves the evidence supports the claim? (Identify as authority ,analogy, correlation, cause and effect, theory, principles or generalization)
The published study was well designed and cited. (authority)
The assumption was made that what was true for the sample group of 200 children is true for all children. (generalization)
Higher lead levels in the blood reduce IQ performance. (cause and effect)
Embedded: Self-questioning
Explicit:Linking steps
Emerging:SUBSTRATEGIES
Question Exploration as Support for Written
Responses
Janis Bulgren, Ph.D.
University of Kansas
Center for Research on Learning
In the past, a protective ozone layer was formed when UV rays hit the oxygen in the air around the earth.
The problem is that the ozone layer around the earth is being destroyed by CFCs in products cleaning products, foam containers, refrigerator coolants and spray cans).
The effects include: 1) physical harm (skin cancer & cataracts)2. environmental harm (crops and ocean plants)3. change in weather patterns 4) greenhouse warming of the
Solutions include: 1. voluntary cutbacks of CFC products2 use of alternatives to CFCs (HCFCs)3. world conferences to cut CFCs
Some people still don’t think it’s a problem.
People can harm the environment without intending it or even believing it.
All the things surrounding us (air, land, livingInvisible layer of gas that shields us from UV radiationUltraviolet radiation, or harmful rays from the sunChlorofluorocarbons-chemicals with chlorine
TitleCriticalQuestion #:
Name: Text Reference Course
LessonUnit
Explore and use the main idea.5
Extend the main idea to your world.6
1 What is the critical question?
What is the main Idea answer?4
2 What are the key terms and explanations?
3 What are the supporting questions and answers?
How do problems with the ozone layer teach us about human effects on our environment?
What is our environment?What is the ozone layer?What is UV?What are CFCs?
What has happened in the past?
What has caused PROBLEMS?
What are the EFFECTS?
What are SOLUTIONS?
What are other concerns?
What can an individual do? An individual can decide to do research on which products cause damage to ozone layer.
Our Environment
3
How can we explore the facts ourselves?
Experiments with balloons show that oxygen can be changed to ozone.
X
Figure 1: Question Exploration Guide for the question, “How do problems with the ozone layer teach us about human effects on our environment?
Chapter 7, pages 101-116
Use answers to smaller questions to develop the body of the essay e.g.,
Paragraphs 2, 3, & 4.
Add insightsto conclusion in Paragraph 5 with generalizations..
Use background information and
definitions to develop Paragraph
1.
Use Main Idea Answer to develop a conclusion
in Paragraph 5.
Develop the question as a topic sentence in
Paragraph 1.
c J. Bulgren 2008
Concept
Comparison Table2 Overall Concept
1
3 Characteristics3 Characteristics
9 Extensions 4 Like Characteristics
6 Unlike Characteristics
8 Summary
5 Like Categories
7 Unlike Categories
1 Concept
C Communicate targeted conceptsO Obtain the Overall ConceptM Make lists of known characteristicsP Pin down Like CharacteristicsA Assemble Like CategoriesR Record Unlike CharacteristicsI Identify Unlike CategoriesN Nail down a summaryG Go beyond the basics
Resources
Renewable resources(Oxygen, water, sunlight)
Non-renewable resources(Metals, minerals, fossil fuels)
Part of natural environment
Used by humans
Replaced or recycled by nature
Unlimited
Part of natural environment
Used by humans
Not replaced or recycled by nature
LimitedWhere found
Who uses
Unlimited Limited
Replaced by nature Not replaced by
nature
Renewable and non-renewable resources are both part of the natural
environment on earth used by humans. They differ in availability and nature’s
ability to replace them.
Part of natural environment
Used by humansAvailability
Replacement
Evaluate the
success of
recycling
efforts on
two non-
renewable
resources
Body: Paragraphs 2,3,4
Opening Paragraph 1
Conclusion Paragraph 5
CONCEPT DIAGRAM
Pollution
Always Present Sometimes Present Never Present
TIE DOWN A DEFINITION
Key Words
PRACTICE WITH NEW EXAMPLE
CONVEY CONCEPT
NOTE KEY WORDS
OFFER OVERALL CONCEPT
CLASSIFYCHARACTERISTICS
Contamination
Waste
Acid rain
In the air
Causes harm
Smog
Wastewater
Dumps
Recycled by nature
Examples: Nonexamples:EXPLORE EXAMPLESSmog
Acid rain
Non-decomposed dumps
Greenhouse
gases?
Clouds
Treated wastewater
Recycled plastics
Pollution is a form of contamination in which harm is caused by the presence of wastes that are too great to be recycled by nature.
HarmPresence of wastesWastes are too great to be recycled by
nature
In air
In water
On land
DecompositionRecycled by nature
Paragraphs 2,3,4
Paragraph 1
Paragraph 5
Future