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TEACHER RESPONSIBILITY

TEACHER RESPONSIBILITY. “ I do it ”. Focused Instruction. Guided Instruction. “ We do it ”. “ You do it together ”. Collaborative. “ You do it alone ”. Independent. STUDENT RESPONSIBILITY. A Structure for Instruction that Works. The established purpose contains both

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TEACHER RESPONSIBILITY

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  1. TEACHER RESPONSIBILITY “I do it” Focused Instruction Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works (c) Frey & Fisher, 2008

  2. The established purpose contains both content and languagecomponents.

  3. What is a language purpose? • An analysis of the language demands of the task • An understanding of the way students demonstrate their thinking through spoken or written language

  4. Why have a language purpose? • Supports student understanding of what they will be asked to do with their learning • Clarifies what needs to be modeled by the teacher All learning is based in language.

  5. Three Types of Language Purposes • Vocabulary: (specialized, technical) • Structure: (the way the vocabulary is used in sentences to express ideas) • Function: (the intended use of those ideas) These language purposes build upon one another over a series of lessons.

  6. Vocabulary • Specialized • Words whose meaning changes depending on the context (problem, simplify, value) • Multiple meaning words (run, place) These can be “brick” or “mortar” words • Technical • Words that represent one concept only (denominator, photosynthesis) These are the “bricks” of language

  7. Language Structure • Grammar/syntax: rules for language use (e.g., plurals, noun/verb agreement) • Signal words: guideposts to support understanding of listener/reader (e.g., If/then, first, last, compared to) • Frames and templates: scaffolds for apprentice language users (“On the one hand, ________. But on the other hand, _______.”)

  8. Language Function • Halliday identified 7 language functions (Instrumental, regulatory, interactional, personal, imaginative, heuristic, representational) • These are translated into classroom interactions (express an opinion, summarize, persuade, question, entertain, inform, sequence, disagree, debate, evaluate, justify)

  9. The same content objective can have many different language purposes CO: Identify the phases of the moon. LP #1: Name the phases of the moon. (vocabulary) LP #2: Use sequence words (first, next, last) to describe the phases of the moon. (structure) LP #3: Explain how the moon, earth, and sun move through the phases. (function)

  10. (c) Frey & Fisher, 2008 TEACHER RESPONSIBILITY “I do it” Focused Instruction Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Structure for Instruction that Works

  11. Zone of Proximal Development Scaffolding

  12. “As easy as learning to ride a bike” “As easy as learning to ride a bike”

  13. Scaffolds extend the range of the worker

  14. Robust questions Prompts Cues Direct explanation and modeling

  15. Robust questions Prompts Cues Direct explanation and modeling

  16. Robust Questions to Check for Understanding

  17. Teacher Poses a Question Student responds

  18. Teacher: What is a nocturnal animal? Student: An animal that stays awake at night. Teacher: Good. What is a diurnal animal? I-R-E

  19. Teacher: What is a nocturnal animal? Student: An animal that stays awake at night. Teacher: Tell me more about that. Does a nocturnal animal have special characteristics? Student: Well, it doesn’t sleep a lot. Probe

  20. Teacher: What is a nocturnal animal? Student: An animal that stays awake at night. Teacher: Tell me more about that. Does a nocturnal animal have special characteristics? Student: Well, it doesn’t sleep a lot. Misconception

  21. Prompting for Cognitive and Metacognitive Thinking

  22. Teacher Poses a Question Student responds Is the answer appropriate? Yes No Probe to elicit more information Prompt to elicit background knowledge Focus on cognitive/metacognitive

  23. Background knowledge prompts invite students to use what they know to resolve problems

  24. Process or Procedure Prompts To perform a specific task

  25. Reflective prompt knowingaboutknowing “What are we learning today?”

  26. Heuristic prompt Informal and less defined “Make a graph so you can see it.”

  27. How do you find parking?

  28. Teacher: What is a nocturnal animal? Student: An animal that stays awake at night. Teacher: Tell me more about that. Does a nocturnal animal have special characteristics? Student: Well, it doesn’t sleep a lot. Teacher: I’m thinking of those pictures we saw of the great horned owl and the slow loris in the daytime and at night. Does your answer still work? PROMPT

  29. Cues to Shift Attention

  30. Teacher Poses a Question Student responds Is the answer appropriate? Yes No Prompt to elicit background knowledge Focus on cognitive/metacognitive Probe to elicit more information Is the answer appropriate? Is the answer appropriate? Yes Yes No No Pose new question Cue to shift Attention to Information source Pose new question

  31. Cues Shift attention to sources of information More directandspecificthan prompts

  32. the expert commentator sees things you don’t cues do the same for novices Attention grows with competence

  33. 6 Types Visual Physical Gestural Positional Verbal Environmental

  34. Using Prompts andCues Context: Students are creating a Jeopardy®-style game. The teacher is building the background knowledge of a group of students. He draws their attention to a sentence in the text: “When you eat foods—such as bread, meat, and vegetables—they are not in a form that the body can use as nourishment.”He asks Mauricio to retell it is his own words...

  35. Mauricio: So, I think it says that your body can’t use meat like it is meat. It has to be changed. Jessica: But that’s what we eat to live. That’s good eating. Russell: I don’t eat any vegetables. I only like the meat and bread from this, like a hamburger. Mr. Jackson: How does that meat change so that your body can use it? Russell? Russell: It doesn’t change. It’s meat. Mr. Jackson: So let’s think about what we know about nourishment and our food. There’s a process that it goes through, right? [they nod in agreement] What’s the first step? You know this because you do it several times a day. Sarah: The first thing to eat? Is that what you mean? Mr. Jackson: Yeah, the first thing. Sarah: You take a bite. Mr. Jackson: Exactly, right on. So you’ve changed the food, right? Russell: Yeah, but it’s still meat. Mr. Jackson: It sure is. But it’s changed a bit, and will change more. Remember we talked about different kinds of changes. Physical … Chemical Russell: So the first thing, when you bite it, it’s a physical change, right? Mr. Jackson: You know it! And then what happens?

  36. Direct Explanation and Modeling

  37. Whenprompting and cueing fail, it’s time for direct explanation.

  38. QUESTION Responds Appropriate? No Yes Probe PROMPT Yes Appropriate? Appropriate? No No Yes New question New question CUE Is the answer appropriate? Yes No Pose new question OFFER DIRECT EXPLANATION AND MODELING Pose original question again

  39. Direct Explanation Identify Explain Think aloud Monitor Take care not to re-assume responsibility too quickly

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