Shifting responsibility for learning
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Shifting Responsibility for Learning. Ann Eifler, Literacy Coach and Reading Specialist West Aurora High School – District 129 [email protected] 630-301-6731. Created a generation of passive learners. Intervention classes Instructional time Evaluation system. “State of the Nation”.

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Shifting Responsibility for Learning

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Shifting responsibility for learning

Shifting Responsibility for Learning

Ann Eifler, Literacy Coach and Reading Specialist

West Aurora High School – District 129

[email protected] 630-301-6731


Created a generation of passive learners

Created a generation of passive learners

  • Intervention classes

  • Instructional time

  • Evaluation system


State of the nation

“State of the Nation”

  • Shared Responsibility for Literacy

    • Unique to your content

  • CCSS - Creating analytical, critical thinkers

  • Danielson Evaluation Model

  • Already using strategies in classrooms

    • Refine current and discover new strategies that work best in your classroom


Barriers to shifting responsibility

Barriers to Shifting Responsibility

  • Content Experts!

    • Knowledge doubles every 10 years

    • Mile Wide and Inch Deep

  • Don’t know how to handle struggling readers

    • Confusing ability to read with their ability to think


Learning targets

Learning Targets

From the Charlotte Danielson Framework Domain 3c:

● I can engage students in learning

From the Illinois Professional Teaching Standards 4K:

  • I can use strategies to create a smoothly functioning learning community in which students assume responsibility for themselves…..


Become a student

Become a Student!

  • Practice note-taking

    • Cornell Notes

  • Today’s Topic: Student Engagement


Cornell notetaking

Cornell Notetaking

  • Dr. Pauk – Cornell University, Stanford, UCLA’s School of Engineering, most Law Schools,

  • Requires students to review notes and think critically after learning has taken place


Strategy for teaching cornell note taking

Strategy for teaching Cornell Note-taking

  • Set up your page

    • Draw your margins

    • Label clearly

  • Take notes

    • Use your best strategies

  • Actively listen, analyze, ask questions

  • Review, revise, reflect

    • Look over notes and highlight, edit, annotate, or add info

    • Write your questions and reflection


Five fast fixes

Five Fast Fixes

More Time Planning:

Get in the Weeds

Work harder Outside of Class = Work less in class

Plan Effectively:

Prepare to Learn

Engage and Transform

Reflect on Learning

Ask the Engaging, Open-ended Question:

Confusing

Abilitiy to Read

WITH

Ability to Think

The person

doing all the talking, reading, and writing

in your classroom

is the person

doing all the learning!

Prepare Classroom Routines:

Consistency increases student involvement

Vary within Routine

Time Everything!

  • Prepare classroom routines

  • More time planning outside of class = less work in class

  • Plan to PREPARE TO LEARN - ENGAGE AND TRANSFORM INFORMATION – REFLECT ON LEARNING

  • Ask engaging, open-ended questions

  • The person doing the talking, reading, and writing is the one learning


Prepare to learn strategies

Prepare to Learn Strategies

Take Notes


Build background

Build Background

Frontloading:


Quote and comment

Quote and Comment

1. “At one extreme, thinking is impossible without some information on the subject. At the other extreme, perfect information would make thinking unnecessary.” (Edward deBono)

2. “Many a man fails as an original thinker simply because his memory is too good.” (Nietzsche)


Possible sentences

Possible Sentences

Possible Sentences for

Strengthening Student Engagement

Name of Topic

Word Box

1. engaging2. patterns3. discussion

4. curiosity5. relationships6. energy

7. SCORE8. model9. connect

10. strategy11. define12. persist

_____ 1. ____________________________________________________

____________________________________________________

_____________________________________________________

_____ 2. ____________________________________________________

____________________________________________________

____________________________________________________


Concept sorts

Concept Sorts

  • Make them “meaty” - Content or 3-column – Biology example

  • More than one acceptable way to sort – World History Example

  • Sort more than one way – The Jungle Example


Prepare to learn strategies1

Prepare to Learn Strategies

  • Quote and Comment

  • Possible Sentences

  • Anticipation Guides

  • Concept Sorts

  • THIEVES – Textbook Frontloading


Engage and transform information

Engage and Transform Information

Take Notes


C e r

Claim / Evidence / Reasoning

Find Evidence to support the claim

C.E.R.

CLAIM:

Students engaged in work are meeting human needs.

STATEMENT

Paragraph #

1.

2.


Read from different perspectives

Read from Different Perspectives

The Boomer – PositiveThe Buster – Negative

The Factoid – Important factsThe Emotionalist – Evokes Feelings


What if

“What If”

  • Disruptions to the Nitrogen Cycle:

    • What would happen to the nitrogen cycle if there were constant electrical storms over major portions of the earth?

  • Disruptions to the Carbon Cycle:

    • What would happen to the carbon cycle if humans outlawed all fossil fuel vehicles and relied solely on electric cars?


Engage and transform information1

Engage and Transform Information

  • C.E.R. Strategy

  • Save the Last Word - Survivor

  • Cornell Notes

  • Reading from Different Perspectives (Boomer/Buster/Factoid/Emotionalist)

  • “What if” questions


Reflect on learning

Reflect on Learning

Take Notes


Organizational web test

Organizational Web Test

What I learned this week about STUDENT ENGAGEMENT


Numbered heads

Numbered Heads

  • Students number off in teams, one through four.

  • The teacher asks a series of questions, one at a time.

  • Students discuss possible answers to each question for an established amount of time (about 30 seconds to 90 seconds, depending on the complexity of the task).

  • The teacher calls a number (1–4), and all students with that number raise their hand, ready to respond.

  • The teacher randomly calls on students with the specified number to answer on behalf of their team.

  • Students are encouraged to acknowledge similarities and differences between their team's response and that of other teams (e.g., We predicted a very different outcome.; Our reaction was similar to that of Ana's group.).

  • The teacher continues posing questions and soliciting responses in this manner until the brainstorming or review session is finished.


3 2 1 compare

3 - 2 - 1 Compare

  • Write three similarities between engagement and motivation.

  • Write two differences between engagement and compliance.

  • Write one question you still have about student engagement.


Teach three

Teach Three

  • Name 5 essential pieces of information every sophomore should know about ________________________.

  • Name 3 essential pieces of information every middle schooler should know about _________________________.

  • Name 1 essential pieces of information every first grader should know about ______________________________.


Reflection strategies

Reflection Strategies

● Numbered Heads

● 3-2-1 Compare

●Organization Web Test

●Give Three Adjectives

● Teach Others

●Wave


Complete cornell notes

Complete Cornell Notes

  • Questions?

  • Reflective Summary

    • Include which strategy would most likely shift responsibility for learning in your classroom?

    • Wave Strategy


Revisit learning targets

Revisit Learning Targets

From the Charlotte Danielson Framework Domain 3c:

● I can engage students in learning

From the Illinois Professional Teaching Standards 4K:

  • I can use strategies to create a smoothly functioning learning community in which students assume responsibility for themselves…..


Continue learning

Continue Learning


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