1 / 45

Instructional Routines

E ffective I nstruction S eries 2012-2013. Instructional Routines. Lesson Structure. Bell Ringer Clock Partners – 12:00. Craft Knowledge Think – Pair – Share (Wait-Time Extended). Think – What strategies/routines have you observed today that are applicable to your teaching assignment?

brone
Download Presentation

Instructional Routines

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


  1. EffectiveInstructionSeries 2012-2013 Instructional Routines Lesson Structure

  2. Bell Ringer Clock Partners – 12:00

  3. Craft KnowledgeThink – Pair – Share (Wait-Time Extended) • Think – What strategies/routines have you observed today that are applicable to your teaching assignment? • Name it. • Describe it. • Say why it’s good. • Pair – Discuss your ideas. • Share – Share one idea when prompted. Record craft techniques that you want to remember!

  4. Objectives You will… • Identify and explain research-based ways to boost retention. • Lesson structure • Apply active participation techniques to engage more students more often with more purpose.

  5. Fire Your Neurons!Think - Write • Think of a lesson structure you know well. • Write the essential steps of the lesson structure.

  6. Research/Literature Base • Instructional Theory Into Practice ITIP (Hunter, 1982) • Teaching Schema for Master Learners TSML (Pollock, 2007) • How the Brain Learns, adapted from ITIP (Sousa, 2006) • The Art and Science of Teaching (Marzano, 2007) • Explicit Instruction: Effective & Efficient Teaching (Archer & Hughes, 2011)

  7. Lesson Structure Components Objective Set New information (I do it. We do it.) Application (We do it. You do it.) Closure

  8. Explicit Instruction (Archer & Hughes, 2007) Lesson Structure Models for • Skills & Strategies • Vocabulary & Concepts • Rules (of content) www.explicitinstruction.org

  9. Lesson Structure Components Opening • Attention • Review (interactive) • Preview Body • Skill or Strategy: I do it. We do it. You do it. • Fact: Tell. Rehearse. • Rules: Introduce rule. Illustrate with examples & non-examples. Guide analysis of examples & non-examples. Check understanding. • Vocabulary: Introduce word. Provide student-friendly meaning. Provide examples & non-examples. Check understanding. Closing • Review (interactive) • Preview

  10. Lesson Structure ComponentsCloze Review Opening • _____________ • _____________ (interactive) • _____________ Body • Skill or Strategy: ________. _________. ________. • Fact: Tell. ________. • Rules: Introduce rule. Illustrate with examples & non-examples. Guide analysis of examples & non-examples. Check understanding. • Vocabulary: Introduce word. Provide student-friendly meaning. Provide examples & non-examples. Check understanding. Closing • _____________ (interactive) • _____________

  11. EffectiveInstructionSeries 2012-2013 Instructional Routines Active Participation

  12. Checking for UnderstandingYes - No – Why? & Sentence Stems Yes, I agree with this assertion because… or No, I don’t agree with this assertion because… • Having students raise their hands to respond to questions/prompts is an effective way of checking for understanding and increasing student engagement.

  13. Yes - No – Why? • posing a stimulating question or statement for which students must take a position and formulate reasoning

  14. Objectives You will… • Identify and explain research-based ways to boost retention. • Lesson structure • Apply active participation techniques to engage more students more often with more purpose. • Eliciting student responses (verbal, structured partners)

  15. 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)

  16. Frequent Checks for Understanding • What: • teacher solicited, observable evidence of student understanding or processing of new information • student response to instruction (must say, write, do) • Why: • appropriate adjustment of instruction (differentiation) • increase focus • long-term memory requires reorganization / accurate practice of new information

  17. APL (Sharer, Anastasio, & Perry, 2007, p. 87-88) 10-2 (5-1) Ratio • For every ten minutes of instruction, take two minutes to check for understanding (5-1 for younger students). • All students • Overt participation • Directly related to objective • “Pause Procedure”

  18. Reception CheckCell Phone Reception Check Full Bars… or No Signal? Can you hear me now?

  19. 10-2 (5-1) RatioCloze Review • For every ___________ of instruction, take __________ to check for understanding (5-1 for younger students). • ____________ • ________ participation • Directly related to __________

  20. Perception Checks What: How: cell phone reception check oil check, windshield check weather report thumbs up fist of five many others Asking students to rate their perception of readiness or understanding

  21. Show Me! • Augment effectiveness of perception check • How well could you recall 10-2 / 5-1 to teach it to a classmate? • perception check (e.g., Fist to Five) • Show Me! • each student demonstrates • response boards, written response

  22. What will I do to engage students? What do I typically do to manage response rates? (Marzano, “Teacher Scales for Reflective Practice” p. 185)

  23. Ways Students Can Respond more students responding accurately more often • Verbal Responses • Written Responses • Action Responses

  24. 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

  25. Response Slates/Cards • Prompting students to write responses on “slates” (personal whiteboard) or point to responses on prepared cards • Why? • Monitor ALL student responses • Reusable materials • Slates: longer, divergent answers • Cards: limited answers, quick probes

  26. 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

  27. 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

  28. 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)

  29. Sentence Stems • teacher prompt to use specific academic language or syntax when responding to prompts orally or in writing • Why? • beyond chatting • accurate rehearsal • students using academic language and syntax • provides scaffold to competently discuss topic

  30. Sentence StemsExamples Somebody (people)… wanted (motivation)… but (conflict)… so (resolution)… • 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.” Something (independent var.)… happened (change)… and (affect on dependent var.)… then (conclusion)…

  31. (Study) Tell – Help – Check Study: • each studies topic/question for a few minutes (opt.) Tell: • teacher designates partner to recall information Help: (other partner) • assists (asks questions, gives hints, tells more) • respectfully agrees or disagree with reasons Check: • together check notes / display, each corrects written record

  32. Individual Turns • calling on individual students when answers are long or different • (best) after written/structured partner response • Why? • voice (rehearse) accurate information • voice multiple perspectives • some individual accountability (though few students)

  33. Individual Turns • Intentional (or Purposeful) Selection • students with accurate answer (partners, writing, interview) • accurate rehearsal • Random Selection (or “faux random”) • teacher calls on students • focus (everyone is on-the-hook) • Volunteer Selection • students volunteer • opportunity for elaboration, more voices in the room

  34. Prompt / ask ALL students. Pause (3+ seconds). Put students on-the-clock. e.g., “You have 30 seconds to share your answer with your partner.” Students share their thoughts with a partner. Select student(s) to respond. APL (Sharer, Anastasio, & Perry, 2007, p. 80-85) Interaction Sequence • Monitor & Conference • Check student answers • Probe • Provide answers when missing • Take note of good responses 1. Intentional Selection 2. Random Selection 3. Volunteer Selection

  35. APL (Sharer, Anastasio, & Perry, 2007, p. 32-34) Pass Option • Best as temporary exit • “Tell me one thing you heard _(the previous responder)_ say.” • “Tell me the best answer you’ve heard so far.” • Look it up in notes • Requires teaching • Explain why • Teach what it looks like / sounds like • Communicate its temporary nature

  36. Craft KnowledgeThink – Ink – Link • Think– What strategies/routines have you observed today that are applicable to your teaching assignment? • Name it. • Describe it. • Say why it’s good. • Ink– Record at least two in your Craft Knowledge Record • Link– Give One – Get One (2-3 people)

  37. Written Response • Prompting students to write brief responses when answers require elaborative rehearsal or are divergent Why? • writing first increases thinking, accountability, focus • provides teacher with concrete feedback • connects written language to oral language

  38. Statements of Learning • In one sentence and in your own words, explain what you learned about ___ as a result of our lesson. • Specify that students must include what they learned about the specific concept • Not: I learned how to summarize. • Instead: (I learned that) to summarize I should keep important information, get rid of unimportant stuff, and replace specific lists with general words. • Monitor and provide feedback! • Use quick desk checks, listen to groups • Address misconceptions • Model, provide examples • Use as exit ticket

  39. Consider a chunk of information. Write a short headline to summarize the information. Noun Action Verb Object Write A Headline Death, Insanity Dominate Shakespearean Tragedy

  40. Identify one word that sums up a particular concept or lesson Explain your choice in writing to a partner in a picture One-Word Summary • Most Important Step! • isolation of critical • attributes • relevance, validity

  41. Draw or find a picture, diagram, or chart to represent the new information or concept. Explain your choice in writing to a partner or group Nonlinguistic Representation • Most Important Step! • isolation of critical • attributes • relevance, validity

  42. Graphic Organizer: Concept Map

  43. Non-Essential Characteristics Essential characteristics or definition in your own words. topic Examples Non-Examples Frayer Model

  44. Lotus Notes

More Related