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Concept Mastery Routine

with Joe Fisher, Patti Ward, & Monica Harris October 29, 2010. Concept Mastery Routine. Monica’s Table. Vocabulary. 2,500 words. 20,000 words. - 50,000 words. - 80,000 words.

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Concept Mastery Routine

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  1. with Joe Fisher, Patti Ward, & Monica Harris October 29, 2010 Concept MasteryRoutine

  2. Monica’s Table

  3. Vocabulary 2,500 words 20,000 words - 50,000 words - 80,000 words 22,000 words - 45,000 words -

  4. Expressive Vocabulary • Student use of a new word is strongly related to depth of understanding. • Deep level = freely used • Hit Activity • Surface level = avoided or misused • SNL Story • Kim Ramous’ Temple Story • Ubiquitous Activity • Kaul Readings

  5. Ubiquitous (yoo-bik-wu-tus) adj. ______ U U U • Being or seeming to be everywhere at the same time; omnipresent. • “He plodded through the shadows fruitlessly like an ubiquitous spook.” • American Heritage Dictionary

  6. Deepening Student Understanding • TTYN - What would you do to help students better understand a new word? • Research suggests…. • Say the word aloud • “valentimes”, “valevictorian”, “anenome” • Give a user friendly explanation and synonyms – link it to what kids know • Provide many examples and nonexamples • Have students generate examples and connect it to their experiences

  7. Simple Routine – Word Map

  8. What is the CMR? • A research-validated instructional routine. • Created to deepen diverse groups of students’ understanding of concepts. • It is used to describe concepts and clarify student understanding of them. • Do NOT use this tool to explain sequences (e.g., long division) or to compare and contrast ideas (e.g., animal vs. plant cell).

  9. What is a Concept? • Concepts are unique types of vocabulary words. • They represent categories or classes into which other ideas fit. • They have characteristics that make them different from other ideas. • Examples – quadratic equation, democracy, symbolism, isotope • Nonexamples – ax2 + bx + c = 0, the U.S. House, Uranium 238

  10. Concept Latter or Pyramid • Is Epic Hero a concept? Hero Epic Hero Super Hero Indiana Jones Odysseus Underdog Superman

  11. Concept Latter or Pyramid • Is City State a concept? State City State Nation State Vatican City Sparta USA France

  12. Concept Ladder or Pyramid • TTYN – Try to identify other concepts.

  13. When is the CMR used? • This routine can be used to introduce a concept. • It can be used to clarify initial instruction on a concept. • Using this routine helps to clarify, refine, and deepen students understanding of concepts.

  14. Where is the CMR used? • This routine can be used in: • General education classrooms • Co-taught classrooms • Academic support classrooms • Special education classrooms

  15. How is the CMR used? • Teaching Device - Concept Diagram • Cue-Do-Review Instructional Sequence

  16. CONCEPT DIAGRAM Key Words Overall Concept Concept Always Sometimes Never ~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~ Nonexamples Examples Definition

  17. CONCEPT DIAGRAM Key Words Examples Nonexamples Always Sometimes Never Concept Overall Concept Definition

  18. CONCEPT DIAGRAM Key Words Overall Concept Planet Celestial Body Concept Always Sometimes Never has life makes its own light orbits the Sun ~~~~~~~~~~~~~~ has moons is round from its gravity ~~~~~~~~~~~~~~ is cold has “cleared its neighbor- hood” of smaller objects ~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~ ~~~~~~~~~~~~~~ Nonexamples Examples Pluto Earth 2003 UB313 Mars Neptune Saturn Definition A planet is a celestial body that always orbits the Sun, is round from its own gravity, and has “cleared its neighborhood” of smaller objects.

  19. Cue-Do-Review Instructional Sequence • Cue - Prior to using a Concept Diagram, discuss with students: • what you are going to do, • why you are going to do it, and • how you are going to do it.

  20. Cue-Do-Review Instructional Sequence • Do - Interactively construct a Concept Diagram with students by: • using Choral Responding • using Question Bouncing • using Response Cards or Slates • using Think-Pair-Share

  21. Cue-Do-Review Instructional Sequence • Review - Ask questions of students to make sure that they understand the concept taught.

  22. What is the impact of the Concept Mastery Routine? • Validation Study (Bulgren et al., 1993) • Students with disabilities improved 22 percentage points from pretest to posttest on concept acquisition, and students without disabilities improved 34 percentage points. • Compared to unit test scores when not used, students with disabilities improved 11 percentage points on unit tests when then routine was used, and students without disabilities improved 15 percentage points.

  23. What is the impact of the Concept Mastery Routine? • Validation Study (Fisher et al., 2010)

  24. Lets Practice! • Model - Predicate Nominative Clause • Guided Practice – Fish, Limericks, Quadrilaterals, or City States

  25. The Framing Routine – Ed Ellis

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