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Shifting Our Focus from Teaching to Student Learning Why do we need to consider changing the way we think about student learning? Connie Kopcsak Whitfield County Schools Dalton, Georgia Agenda for J. Frank White Academy World Café Review agenda and E. Q. “Shift Happens” Reflections

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Shifting Our Focus from Teaching to Student LearningWhy do we need to consider changing the way we think about student learning?

Connie Kopcsak

Whitfield County Schools

Dalton, Georgia


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Agenda for J. Frank White Academy

  • World Café

  • Review agenda and E. Q.

  • “Shift Happens”

  • Reflections

  • Levels of Engagement

  • Qwizdom assessment

  • Research-based practices

  • Engagement survey


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Essential Question

How can we make our current lessons more engaging?


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What is Learning-Focused?

  • Framework for thinking about, planning, and delivering instruction using exemplary practices with a focus on learning

  • Research-based instructional practices


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Learning-Focused Paradigm:

WHETHER students learn something well

is more important thanWHEN they learn it.

Current Typical School Paradigm:

WHEN students learn something is more

important than WHETHER they learn it well.


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Strategies That Most Impact Achievement

(Marzano / ASCD, 2001

US Department of Education: 2002)

Overview 13


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Components of an Acquisition Lesson

  • Essential Question

  • Activating Strategies

  • Vocabulary Strategies

  • Teaching Strategies

  • Summarizing Strategies


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Typical Lessons for Coverage

What Is The Objective Of The Lesson ??

Preparation

Massed Guided Practice

Closure

Active Teaching

Acquisition Lessons 3


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Acquisition Lessons for Learning

What Is The Essential Question Of The Lesson ??

Activating/

Previewing

Distributed Guided Practice or

Distributed Summarizing

Summarize & Answer

Essential Question

Teaching Strategies

Acquisition Lessons 4


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Let’s summarize what we learned…

Numbered heads

Find a neighbor beside you and decide who

is #1 and who is #2.

(You have 20 seconds to find your partner!)


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# 1

Tell #2 something new you have

considered or thought about this

morning regarding instruction.

#2

Raise your hand when you have your

partner’s answer.


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#2

Tell # 1 one thing that you have

learned this morning.

#1

Raise your hand when you have

your partner’s answer.


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Components of an Acquisition Lesson

  • Essential Question

  • Activating Strategies

  • Vocabulary Strategies

  • Teaching Strategies

  • Summarizing Strategies


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Concepts or skills in the form of questions

Purpose:

Sets the focus of the lesson.

Helps teacher gather evidence of learning (assessment).

What Is An Essential Question?

Key Points

  • Posted in the classroom.

  • There is only one essential question in a lesson.

  • Organize courses, units, & lessons around questions; the content of lessons answers the questions.

  • Based on curriculum

  • Allocate time to answer

Acquisition Lessons 19


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Writing An Essential Question

  • Make the teaching objective a question.

  • Students should be able to answer the question at the end of the lesson.

  • What questions will foster further inquiry understanding and transfer of learning?

  • Write the question for the lesson and then, if necessary, rewrite the question for the students.

  • Question cannot be answered with yes or no.

  • Create connections for the learner with the content.

  • Be careful of questions connected by “and”.

  • Keep it simple!

Acquisition Lessons 23


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Essential Questions …

  • What is foreshadowing?

  • How does foreshadowing help you understand a story?

  • What forces contributed to the structure of earth’s surface?

  • How do you graph linear equations?

  • What is the difference between least common multiple and greatest common factor ?

Acquisition Lessons 20 & 21


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Unit

Essential

Question

Lesson

Essential

Questions


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Let’s summarize what we learned…

On your board, answer the following:

What is the purpose of having an Essential Question (E. Q.) for your lessons?


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Components of an Acquisition Lesson

  • Essential Question

  • Activating Strategies

  • Vocabulary Strategies

  • Teaching Strategies

  • Summarizing Strategies


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Activating

  • What?

    • Hook and link

  • Why?

    • Activate prior knowledge

    • Motivate

    • Preview key vocabulary

    • Prepare for learning


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-K-

Think I Know…

-W-

Think I’ll Learn…

-L-

I Learned…

-K-

I Know

-L-

Learned

-W-

Think I Know

KWL Outlines

KWL Outline 1

KWL Outline 2

Activating Strategies 4-10


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Wordsplash

Leaves

Vegetables

Roots

Plants

Water

Green

Stem

Flowers

Trees

Sun

Activating Strategies 11-12


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Anticipation Guide

_________

_________

__________

_________

_________

  • The sequence tells you the order of a story.

  • The middle comes before the end.

  • The sequence of a passage tells the reader what comes last but not what is first.

  • The sequence of a story tells you the beginnings, middle and end.

  • You can sequence settings in a story.

Activating Strategies 13-16


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Me Text Statement

___ ___ 1. The Democratic Party is the oldest in the United States.

___ ___ 2. A political party is a social gathering held for a bunch of politicians.

___ ___ 3. Because all presidents have primarily been elected by two major political parties, the

United States is said to have a two-party system.

___ ___ 4. Party members usually share the same beliefs about politics and about the role of government.

___ ___ 5. The Whigs were a political party that required the long white hair wigs but when men wearing wigs went out of style, they disbanded.


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Brainstorm

EQ: How do I get ready for the beginning of school?

First Day of School

Activating Strategies 17- 21


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Draw a Picture or Diagram

EQ: How do I identify points on a grid?

Draw a picture of how to get to school from your house.

Activating Strategies 22


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Activating Strategies

  • Recall

  • Make Predictions

  • Game

  • Humor or Mystery

  • Exploration or Experience

  • Role Play or Simulation

  • Video clip, Music, Literature, Art


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Let’s summarize what we learned…

Numbered heads

#1

Tell #2 about one of the activating strategies you could use in your classroom next week, or share an activating strategy that has been successful in your classroom

#2

Raise your hand when you have your partner’s answer.


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#2

Tell #1 about an activating strategy that you have used or could use.

#1

Raise your hand when you have your partner’s answer.


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Components of an Acquisition Lesson

  • Essential Question

  • Activating Strategies

  • Vocabulary Strategies

  • Teaching Strategies

  • Summarizing Strategies


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Teaching

  • What?

    • Cognitive strategies

  • Why?

    • Mentally engage the learner while

      taking into consideration attention span

    • Organize information

    • Store information


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Collaborative Pairs

  • Collaborative Pairs is the base grouping and organizational tool for a classroom… It is hard to get lost in a pair.

  • Research-Based Principles of Learning: Learning is constructed by the learner and is first a social activity before it is a cognitive activity.

  • Actively engages students in the lessons.

  • Students are individually accountable for their own learning.

  • Collaborative Pairs are used extensively in large group acquisition lessons.

  • Basic Strategy for Collaborative Pairs: Numbered Heads

Acquisition Lessons 24


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Pairs Checking

A. Circle numbers.

B. Each student does their own work.

C. When they complete a circled number, stop. Check answers with partner. If agree, go on. If not, correct then continue.

1

2

3

4

5

6

7

8

Acquisition Lessons 25


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Lecture/Large Group Lessons

  • 1’s read about the lecture types on page 29.

  • 2’s read about the lecture types on page 30.

  • Share what you learned with your partner.

Acquisition Lessons 29-30


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Graphic Organizers

Understand/Manage Learning

Graphic Organizers

for

Comprehension

Organize

Information/Ideas

Follow Steps in a Process

Chunk

Information

Improve memory

Build Connections

Explore Relationships

Graphic Organizers 4


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Effects of Using Organizers

“The average student studying with the aid of graphic organizers and thinking maps learns as much as the 90th percentile student studying the same material without the assistance of the organizing ideas.”

Wahlberg, 1991


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Fish Bone (Cause/Effect)

Causes

Economic

Geographic

Effect

World War II

Military

Social- Political

Causes

Graphic Organizers 8







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Compare and Contrast Diagram

Concept: FRACTION

Concept:DECIMAL

How Alike?

How Different?

With Regard To:

Denominator

Converting

Denominators

Changing to

Percentage

Graphic Organizers 14


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Story Matrix

Structure

1

2

3

Setting

Problem

Choices

Ending

Graphic Organizers 25



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Topic Tower

TOPIC

Detail

Detail

Detail

Detail

Main

Idea

Aesop’s Fables

Aesop’s Fables have a moral

It is said that Aesop was a slave in Greece long, long ago.

Aesop was smart.

There is no proof he wrote down fables- he told others.

Main Idea – Aesop was responsible for the fables

Main Idea


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Mnemonics

  • Some view as “memory trick”

  • Students are given a device to help remember –store/recall –long term memory.

  • Student is given a framework – cues and new information is associated with it.


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Mnemonics

  • Acrostic Sentence

  • Acronym

  • Rhythm and Rhyme

  • Drawings

  • Physical Movement

  • Visualizations

Acquisition Lessons 33


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Acronyms

  • ROY G BIV

  • HOMES

  • FACE

Acquisition Lessons 35


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Acrostic Sentence

  • Every Good Boy Does Fine

  • Please Excuse My Dear Aunt Sally

  • My Very Earnest Mother Just Served us Nine Pickles

  • King Henry Died Drinking Chocolate Milk

  • Kids Have Dropped Over Dead Converting Metrics.

  • ( Play Music At the Church) - steps of Mitosis

Acquisition Lessons 34


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Drawings

Gallon Man

Quart

Gallon

Quart

Pint

Cup

Quart

Quart

Acquisition Lessons 36


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Let’s summarize what we learned…

On your board, list at least 3 teaching strategies that you learned about today.


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Components of an Acquisition Lesson

  • Essential Question

  • Activating Strategies

  • Vocabulary Strategies

  • Teaching Strategies

  • Summarizing Strategies


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SummarizingWhat is it?

Students reflect on the

material being taught and

answer the essential

question.


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Why have students summarize what they are learning?

  • Summarizing is perhaps the key thinking skill for learning

  • Summarizing is a LEARNING STRATEGY

  • Enables students to create a “schema” for the information and remember it better and longer

  • Teachers can use as a formative assessment

  • Summarizing is key to knowing when and on what to re-teach

  • Student summarizing should be distributed throughout a lesson, not just at the end.

Summarizing Strategies 2


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Two types of summarizing:

1. Distributed summarizing

(occurs throughout the lesson)

  • Summarizing at the end of the lesson

    (provides evidence that students can

    answer the essential question)


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Acquisition Lessons for Learning

What Is The Essential Question Of The Lesson ??

Activating/

Previewing

Distributed Guided Practice or

Distributed Summarizing

Summarize & Answer

Essential Question

Teaching Strategies


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Distributed Summarizing

Numbered heads

Use of small boards

  • Students are active in learning

  • Each student writes down an answer and can easily revise ideas

  • Quick way to assess learning and determine misconceptions

Acquisition Lessons 25


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Summarizing Strategies to Use at the End of the Lesson

Summarizing Strategies 1


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Summarizing Strategy: KWL

Know Think You Learn

Will Learn

(List what learned – (answering the EQ)


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Ticket Out the Door

Give prompt –

They can show

They can tell

They can write

They can post-it!


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Ticket Out the Door

  • Write and tell the order of three events in the story.

  • “Prove It” – write one fact and opinion that you could get from the story (be sure to be able to “prove it” from the text).

  • “Give Me Five” – trace your hand and answer the 5 Ws, one answer per finger.


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3-2-1Students write about the topic

  • Explain three new concepts you learned

  • Define two vocabulary words related to this lesson

  • What is one thing that is still unclear, or one question you have about the topic


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3-2-1

3 – situations where you need to find perimeter

2 – ways to find perimeter of rectangle

1 – way you will remember the meaning of perimeter

Summarizing Strategies 6


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3-2-1 – adapted to 2-1

2 – details from the story

1 - main idea

Explain the connection.


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The Absent Student

Write a letter to the absent student answering the essential question.

Dear ____________,

Today we learned……..The most important thing we learned was….. If you had been here you would have really enjoyed…. I hope that tomorrow we will learn ….

Your friend,

PS I’m wondering…


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Learning Logs or Journals

  • Prompts

  • Today I learned…

  • Three things I wonder…

  • I know now….so I can…

  • New things I learned today include…

Summarizing Strategies 12



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The Important Thing is…

The Important Thing about summarizing

is ________________________________

___________________________________

___________________________________

___________________________________

___________________________ . But the

Most Important Thing is ______________

_____________________.

Summarizing Strategies 10



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You will give your partner clues to guess the following words…

  • distributed summarizing

  • ticket out the door

  • numbered heads

  • Abraham Lincoln

  • engagement


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You will give your partner clues to guess the following words…

  • Essential Question

  • activating strategy

  • strategic compliance

  • graphic organizer

  • lunch time


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Key Points About Summarizing words…

  • ALL students summarize!

  • Students answer the Essential Question

  • Teachers use it to assess and determine re-teaching needs

  • It must be planned. It doesn’t just happen.

  • Allocate time for this and don’t skip!

    Summarizing should be distributed throughout the lesson, not just at the end!

Summarizing Strategies 3


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One last thought…. words…

Cover

  • To conceal by hiding or screening.

  • To place something on, over, or in front of, so as to conceal

  • To provide an alibi or excuse.

  • To coat or sprinkle.

    SUMMARIZING IS WORTH THE TIME

    AND EFFORT!


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In summary... words…

Complete the following statement:

Research-based instructional strategies are like a (fill in the blank with your candy bar) because....


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