final using startalk principles to design effective lessons · do you like …..? •cashews...
TRANSCRIPT
UsingSTARTALKPrinciplestoDesignEffectiveLessons
LearningTargets
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Icanexplain therolethelearningplanplaysincreatingeffectivelessonsthatareconnectedtothecurriculum.
Icandesign acheckforlearningforeachlessonCan-DoStatement.
Icanplan asequenceoflearningexperiencesthatareintentionallysequencedtoallowlearnerstomovefrominputtooutput.
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https://startalk.umd.edu
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A LEARNINGEPISODEisapproximatelyequivalenttotheageofalearner,butnevermorethan30MINUTES.De
greeofR
etentio
n
TimeinMinutes
ApplyingCheckforLearning
GainingAttention/ActivatingPriorKnowledge
ProvidingInput
Guiding/SharingPractice
AdaptedfromHowtheBrainLearns,Sousa
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Teaching iswhatoccursoutsideof
thehead.
image:cs.cmu.edu
RubyPayne8
RubyPayne
Learningiswhatoccursinsidethehead.
Teaching vs. LearningTIGER
BudBlake
http://teachinglearninghse.blogspot.com/2016/11/i-taught-my-dog-to-whistle.html
Whatisworthremembering?Whatquestionsdoyouhave?
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TWO APPROACHES TO LESSON DESIGN
Think Like an Activity Designer
What would be interesting and engaging activities on this topic? What would be
fun to do?
Thinking Like an Assessor
What tasks would show me that students truly
understand and can apply new learning?
Adapted from Understanding by Design Wiggins & McTighe
ThinkingLikeanAssessor
1. Whatwerelearnersabletodoasaresultofthelessonthattheycouldn’tdoatthestartofthelesson?
2. WhatevidencedoIhavethattheycandoit?
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ICANLANGUAGEFUNCTIONCONTEXTLESSONCAN-DO
AdaptedfromThomasSauer
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SampleCanDo:Icandescribeaclassroom.
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SampleCanDo:IcansayhowIandothersgotoschool.
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SampleCan-Do:• Icandescribeafamily.
• Icansaywhatfamiliesdotogether.
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1. Icandescribeusingsimplesentences.2. Icanaskandanswerquestionstomakeplans.3. Icanusethepasttensewithactivities.4. Icanrecognizethefoodbeingdescribed.5. Icancreateanauthenticredenvelope.6. Icanexchangeinformationissimpleconversations.7. Icancreatearapsongorpoem.
Are the following effective lesson can-do statements?
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Jotdownalessoncan-dostatement
thatyouknowwillbepartofyourprogramoronethatislikelyto
bepartofyourprogram.
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LessonCanDoStatement
Checkforlearning
Interpretive ModeLearnersunderstand,interpret,andanalyzewhatis
heard,readorviewedonavarietyoftopics.
PossibleChecksforLearning:• Showifasentenceistrueorfalse.• Holdyourthumbup,down,orsideways:upforyes/agree,downforno/disagree,sidewaysfordon’tknow.
• Pointtothepictureofa_______________.• Holdupapictureofa________________.• Showmewithyourfacehowthischaracterfelt.• Readandlocatethemainidea.• Readanddecidetheappropriatetitle.• Listenandactout.• Drawastarnexttothemostimportantiteminyournotes.
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Presentational ModeLearnerspresentinformation,concepts,andideastoinform,explain,persuade,andnarrateonavarietyoftopicsusingappropriatemediaandadaptingtovariousaudiencesof
listeners,readers,orviewers.
PossibleChecksforLearning:• CreateanAtoZwordlistonatopic.• Brainstormasmanywordsasyoucanforthisimage/concept.
•Writeafive-worddescriptionofthestory.• Completethissentence:•Writeatwo-sentencedescriptionoftheimage/infographic.
• Completeanadmitorexitslip.•Writeatweetthatsummarizes… 25
Interpersonal ModeLearnersinteractandnegotiatemeaninginspoken,signed,orwrittenconversationstoshareinformation,reactions,feelings,
andopinions.
PossibleChecksforLearning:• Exchangeinformationinaline-uporinner-outercircle.
• Askyourpartneraquestion.Askafollow-upquestion.
• Stateyouropinionandfindoutyourpartner’s.• Drawwhatyourpartnerdescribes.Askclarifyingquestions.
•WriteaquestionIcouldasktofindout…• Callonasampleoflearnersrandomlytoask/answeraquestion.
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Tellstudentswhattodo:
• Tellyourself...• Thinkof...• Taketurnsdescribing...• Askyourpartneraquestionabout….• List…• Completethis
sentence:______________• Writeatwo-sentencedescriptionofthe
image.
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Whatlessoncan-doandcheckforlearningwillanchoryourlearningepisode?
LessonCanDo/LearningTarget
CheckforLearning
Ido
Wedo
Youdotogether
Youdoalone
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Jotdownacheckforlearningthat
addressesthelessoncan-doyoucreated.
IcannamefoodsthatIlikeanddon’t
like.30
IcansaywhyIlike/don’tlikecertainfoods.
Icanaskquestionstofindoutwhatisin
adish.
Icanaskquestionstofindoutwhatfoodsotherslikeanddon’tlike.
Icannamekeyingredientsinregionalfood
dishes.
From PROGRAM CAN-DO to LESSON CAN-DOs
Icanrecognizedifferentfooditems.
Icanaskandrespondtosomesimplequestionsaboutlikesanddislikesrelatedtofoodandcangivereasonsformypreferences.
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IcansaywhyIlike/don’tlikecertain
foods.
Icanaskquestionstofindoutwhatfoodsotherslikeanddon’t
like.
Icannamekeyingredientsinregional
fooddishes.
IcannamefoodsthatIlikeanddon’tlike.
LessonCan-Do➔➔
Viewimagesoffoodandclarifylike/dislikewith
reason.
Participateininner-outercirclewithimagesaskingandansweringquestions.
Listenasdishisdescribed,circleingredients.Then,name
ingredientstopartner.
Viewimagesoffoodandwillalternatenamingfoodsthey
likeanddon’tlike.
➔➔ CheckforLearning
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➔➔
➔➔
➔➔
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I can ask and answer questions about food preferences and give simple reasons.
Pair with a partner to discuss food preferences based on images.
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I can ask and answer questions about food preferences and give simple reasons.
Pair with a partner to discuss food preferences based on images.
• Areyouhungry?Yes…No...• Doyoulike...Ilike/don’tlike• Doyouprefer....Iprefer...• because• Paneer– cashews,garlic,tomatoes,freshcream,cardamom,onions• Sambar– lentils,masaal,vegetables
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Paneer
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Do you like …..?
• cashews• garlic• tomatoes• onions
Yes,IlikepaneerbecauseIlovegarlic.No,Idon’tlikepaneerbecauseIdon’tlikeonions.
Paneer
Whatisworthremembering?Whatquestionsdoyouhave?
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EffectivePairandGroupWork
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Individual AccountabilityGroupsarenotsuccessfuluntileverymemberhaslearnedthematerialorhashelpedwithandunderstoodthetask.Itisimportanttofrequentlystressandassessindividuallearningsothatgroupmemberscanappropriatelysupportandhelpeachother.
SomeWaystoEnsureIndividualAccountability• Studentsdotheworkfirsttobringtothegroup• Pickonestudentatrandomtoorallyanswerquestionsstudiedbythe
group• Everyonewrites,thencertifiescorrectnessofallpapers;youpickoneto
grade.• Listenandwatchasstudentstaketurnsorallyrehearsinginformation• Assignjobsorrolestoeachstudent
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Create systems for calling on non-volunteers.
• Circulate,observe,listenasstudentsworkinpairsorgroups(guidedpractice)• Callonstudentsrandomly,notvolunteers(checkingforunderstanding)
Focus:ElevatingEssentialstoRadicallyImproveLearningSchmoker
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LearnIttheFirstTime
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LanguageFunctions/Can-do’s
I can YesWithsomehelp
Notyet
askandanswerquestionsabouthowIandothersfeelaboutschool.
saywhatIdotolearn
stateasimpleopinionaboutdifferentschoolsubjects
askandanswerquestionstocompareschoolschedules
describemyschoolbuildingandclassroomtootherssaywhatIhave/don’thaveintermsofschoolsuppliesandaskothersSeeunittemplateforremaining functions.
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Why Learning Plans?
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Tobeginwiththeendinmindmeanstostartwithaclearunderstandingofyourdestination.Itmeanstoknowwhereyouaregoingsothatyoubetterunderstandwhereyouarenowsothatthestepsyoutakearealwaysintherightdirection.
—StephenCovey
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A LESSON is a series of LEARNING EPISODES.
LESSONLearningEpisode LearningEpisode LearningEpisode
LearningEpisode LearningEpisode LearningEpisode
LearningEpisode LearningEpisode LearningEpisode
A LEARNING PLAN connects to the CURRICULUMand creates context for the LESSON.
ALearningEpisodelastsnomorethan30minutes.
If you lead with culture,
language will follow.
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HowdoIcapturetheinterestofthelearner?
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CREATE
LESSONCANDO:IcansaywhatIwanttovisitinacity.
CREATE
LessonCanDo— IcansaywhatIwanttovisit/doinAngers.
DiscovertheFrenchCityofAngers(NH)
CheckforLearningStudentswillselectanimageofinteresttothemwithoutshowingtoothers.Studentswillaskandanswerquestionstofindoutwhatotherswanttovisit.
InputandProcessing1.StudentswillwatchatimelapsevideoofAngers.Theywillbrainstormwordsandphrasestheyknow.2.Theteacherwillpausethevideopointingoutkeyspots…........
Sharing,Guiding,andApplying1. Studentswillindicateviathumbsup,
thumbsdowniftheywanttogotoeachplace.
2. Given4images,eachstudentwillrankordertheimagesaccordingtothewaytheyarecalled.Thiswillberepeatedmoreandmorequicklyinadifferentorder…......
SHAR
E
Publish your lesson in CREATE and it will be available for other educators to find, use, adapt.
DISCO
VER
Search CREATE and discover lessons you can use and adapt.
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1. Studentsbrainstormwordsandphrasesthattheyassociatewiththevideo.
2. Studentscompleteagraphicorganizerastheywatchthevideoasecondtime.
UnejournéeàAngers IcansaywhatIwanttovisit/doinacity.
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Brainstorming
Procedure:• 1minutetogenerateanindividuallist• 1minutetosharelistwithapartner.Eachpersonaddsnewwordstothelist.• Groupstudentsintogroupof4,shareandadd.• Goaroundtheroomcallingoutonewordpergroupuntilallgroupsareoutofwords.Teacherrecordsallwordsonsomethingthatcanbedisplayed.
IcansaywhatIwanttovisit/doinacity.
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Acitywheretherearealotofactivities
Acitywhereyoueatwell
Amoderncity Anoldcity
IcansaywhatIwanttovisit/doinacity.
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IcansaywhatIwanttovisit/doinacity.
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IcansaywhatIwanttovisit/doinacity.
Do you want to visit the cathedral?— Yes, I want to see the cathedral. — No, I don’t want to see the cathedral.
Whatisworthremembering?Whatquestionsdoyouhave?
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Gettingthemostoutofatext
Readand/or listen
Talk aboutit
Writeaboutit
•Howcanyoubestusethistextintheinterpretivemode?
•Whatinterpersonal conversationwouldstudentsbelikelytohaveonthistopic?
•Whatmightstudentsdointhepresentationalmodeasawayofmakinglearningmoreconcrete?
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What do you see? What do you think?
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Inferencing1. Whatisgoingoninthis
picture
2. Whatdoyouseethatmakesyousaythat?
3. Whatmorecanwefind?
visualthinkingstrategies.org
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What do you wonder?
• Yes/No•Which…?• Either/or•What?When?Where?Who?• How?Why?• Canyoudescribe…?• Canyoutellmeabout….?•Whatif….?
HIERARCHYOFQUESTIONS
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Interpretive Mode
DanielCabreraa9 ans.IlvitauxPhilippines,unpaysd'AsieduSud-Est,situéàplusde11 000 kilomètresdelaFrance.LesPhilippinessontconstituéesdeplusde7 000îles.DanielvitàCebu,uneîlesituéeaucentredel'archipelphilippin.Studentswritequestionsintargetlanguage
thatareansweredinthetext.Then,theypairandaskeachother.
http://1jour1actu.com/monde/enfant-photo-philippines-84059/
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Interpretive ModeDanielfaitsesdevoirsdanslarue,àlalumièred'unmagasin.
Quenousmontrecettephoto?Danielestassisdanslarue,lanuitesttombée ;ilaposésoncahiersuruntabouretetilfaitsesdevoirsàlalumièred'unfast-food,prèsdechezlui.Lepetitgarçonesttrèsdéterminé,ilveutdevenirpolicier…etmédecin.Ilsaitquepourréussirilluifautalleràl'école.Danielestd'autantplusmotivé qu'ilvitdansunpaystrèspauvre :1Philippinsur4vitdansunbidonville,etn'apastoujoursdequoimanger.BeaucoupdepetitsPhilippinstravaillentoumendient aulieud'alleràl'école.
Studentsselectoraregiven3-4importantwordsandexplainwhytheyareimportantinthecontextof
thetext.
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Presentational Mode
• Danielisyoung.• Heisastudent.• Helikesschool.• Hestudies.• Hestudiesatnight.
Danielisayoungstudentwhostudiesatnightbecausehe
likesschool.
Give4or5simplesentences.Havestudentsworkinpairsorsmallgroupstowriteabetter
sentencewiththesameideas.
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Interpersonal ModeImaginetheconversationbetweenthetwochildren.
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Jotdownideasfor2-3activitiesthatwouldleadtothe
checkforlearningforthisepisode.KeepIdo,
wedo,youdotogether,youdoalone
inmind.
ChatStations
Howwillyouworkwithanauthentictextinall3modes?
Howdoyouuselessoncan-dostatementsto
improvelearning?
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Whatareyourideasformakingpairandgroupworkeffective?
Howwouldyoudescribean
effectivelearningcycle?
Whathaveyouheardthatyouwanttoshare
withacolleague?
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We do not learn from experience; we learn from reflecting on experience.
—John Dewey
LearningTargets
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Icanexplain therolethelearningplanplaysincreatingeffectivelessonsthatareconnectedtothecurriculum.
Icandesign acheckforlearningforeachlessonCan-DoStatement.
Icanplan asequenceoflearningexperiencesthatareintentionallysequencedtoallowlearnerstomovefrominputtooutput.
startalk.umd.edu/public/resources/learningplandevelopment