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