understand the compatibility of the ganag lesson structure with other district initiatives: siop ...

Understand the compatibility of the GANAG lesson structure with other district initiatives:

SIOPCo-Teaching

Goal:

Score your knowledge:

1 2 3 4

Traditional Lesson Growing Patterns

Traditional Teacher

Somewhere in the United States

Any day

Teacher states the objective: “Today we will learn about growing patterns”

Teacher models and explains a few examples of growing patterns on the board.

Beginning of the Lesson

Guided Practice: Students complete the first few problems of a

worksheet together with the teacher. (Side A of a Saxon worksheet)

Independent Practice:Students complete the rest of the problems independently.(Side B of a Saxon worksheet)

Middle of the Lesson

Closure:“Today we learned about growing patterns.”

End of the Lesson

Mrs. Lane’s Second Grade

Denise Crutchfield, Math Facilitator

Grace Hill Elementary

Rogers, AR

Dec. 2, 2010

A GANAG Lesson Growing Patterns

To give students the opportunity to actively use the nine high-yield strategies:

Purpose of the GANAG Structure

(2) Identifying Similarities and Differences

(3) Summarizing and Note Taking(4) Reinforcing Effort and Providing Recognition

(5) Homework and Practice

(6) Nonlinguistic Representations

(7) Cooperative Learning

(8) Setting Objectives and Providing Feedback

(9) Generating and Testing Hypotheses

(10) Cues, Questions and Advance Organizers

G= GoalA.4.2.6 Recognize, describe, extend, and create repeating and growing patterns using a wide variety of materials to solve problems

(8) Setting Objectives and Providing Feedback

G= Goal

Students recorded their learning goal in their notebook, and then THOUGHT about it.

G= GoalNext they scored themselves on a scale of one to four and recorded their score in their notebook.

1= I do not know

2= I know a little, but I still

need to practice

3= I feel good about it

4= I could teach this to

someone

(4) Reinforcing Effort and Providing Recognition

A= Access Prior Knowledge

“What do you know about repeating patterns?” “Write it on a post-it-note”

(10) Cues, Questions and Advance Organizers

A= Access Prior Knowledge

Student’s thinking was shared and posted.

A= Access Prior Knowledge

Students reviewed the pattern blocks they would use in this lesson.

N= New Information

(7) Cooperative Learning

Students worked in pairs as the teacher presented the new information.

N= New Information

(6) Nonlinguistic Representations

Pattern blocks we used to build the growing patterns.

N= New Information

(3) Summarizing and Note Taking

Students used three column notes to organize their information.

A= Apply Knowledge

(9) Generating and Testing Hypotheses

Students used pattern blocks to work through 6 repeats of the growing pattern . Then they were asked to hypothesize:

“What if my number were 25? Can you figure out how many blocks I would need?

“What if my number were 100?

A= Apply Knowledge

(5) Homework and Practice

A new growing pattern was presented for

students to complete.

A= Apply Knowledge

(2) Identifying Similarities and Differences

Students used their new

information to help complete

the Venn diagram .

G= Generalize or Summarize

(3) Summarizing and Note Taking

The objective was revisited.

“Turn and talk with your partner about what you learned about growing patterns today.”

G= Generalize or Summarize

A sentence stem was generated.

A number was generated (12).Student 12 shared what he learned about growing patterns.

G= Generalize or Summarize

(4) Reinforcing Effort and Providing Recognition

Students returned to their objective notebooks and scored their knowledge about growing patterns after the lesson.

A GANAG LessonGrowing Patterns

Infused with

Strategies

To make content comprehensible for English Learners

Lesson PreparationBuilding BackgroundComprehensible InputStrategiesInteractionPractice/ApplicationLesson DeliveryReview/Assessment

Purpose of the SIOP Strategies

GANAG

Student Use of the High Yield Strategies

Lesson PreparationContent ObjectivesLanguage ObjectivesAppropriate Content ConceptsSupplementary MaterialsAdaptation of Content

SIOP Components

Building BackgroundConcepts Linked to Students’ BackgroundLinks Between Past Learning and New

LearningKey Vocabulary Emphasized

SIOP Components

Comprehensible InputAppropriate SpeechClear Explanation of Academic TasksUse a Variety of Techniques

SIOP Components

StrategiesLearning StrategiesScaffolding TechniquesHigher-Order Questioning

SIOP Components

InteractionFrequent Opportunities for InteractionGrouping ConfigurationsSufficient Wait TimeClarify Concepts in First Language

SIOP Components

Practice/ApplicationHands-On Practice with New KnowledgeApplication of Content and Language

Knowledge in New WaysIntegration of All Language Skills

SIOP Components

Lesson DeliverySupport Content and Language Objectives

During the LessonPromote Student EngagementPace the Lesson Appropriately

SIOP Components

Review/AssessmentKey VocabularyKey content Concepts

SIOP Components

Review/AssessmentRegular Feedback on Student OutputAssess Student Comprehension of Objectives

SIOP Components

GANAG

Student Use of the High Yield Strategies

Parallel Each teacher instructs the same content to half the class

StationInstruction is divided between 3 or more stations

TeamTeachers work as a team to introduce new instruction, clarify instruction, facilitate discussion and learning

One Teach, One Support

Both teachers are present, but one takes a majority of the responsibility for the content instruction and the other strategically “drifts” around the room asking questions

CO-TEACHING

What do these pictures have in common?

Secondary Math Lesson

(In some lessons it is appropriate to switch the first “G” and the first “A”)

(10) Cues, Questions and Advance Organizers

(2) Identifying Similarities and Differences

Understand the compatibility of the GANAG lesson structure with other district initiatives:

SIOPCo-Teaching

Goal:

Score your knowledge:

1 2 3 4

Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

 Pollock, J. E. (2007). Improving student learning one teacher at a time. Alexandria, VA: Association for Supervision and Curriculum Development.

 Pollock, J. E., & Ford, Sharon M. (2009). Improving student learning one principal at a time. Alexandria, VA: Association for Supervision and Curriculum Development.