Welcome

DQ2: Helping Students Interact with New Knowledge

Please sit 3 to a table and complete your

Anticipation Guide.

SEMINOLE COUNTY PUBLIC SCHOOLS

Welcome

DQ2: Helping Students Interact with New Knowledge

Bev PerraultDonna Hunziker

SEMINOLE COUNTY PUBLIC SCHOOLS

Group Norms

Are Respectful of Other’s Opinions and Listen with an Open Mind; Limit the Use of Electronics for Checking Emails for Breaks; Focus on Instructional Model and not Evaluation Process

Collaborate in Group Work

Take Responsibility for Engaging in Learning and Continuous Growth

It’s Okay to have Fun! Suffering is Optional.

GOAL

The participant will be able to describe and implement effective teaching strategies to help students effectively interact with new knowledge.

21st Century

“ The illiterate of the 21st century will not be those who cannot read and write, but those cannot learn, unlearn, and relearn.”

Alvin Toffler, 2001

Free Resources

MarzanoResearch.com Freeology.com

Graphic Organizers Teacher Forms Calendar Journal Topics

Wordle.net Tagxedo.com

Lesson Segment Addressing Content

DQ2. Helping Students Interact with New Knowledge

High Probability Strategies

Common Language of Instruction

A research based framework that describes and defines teaching. The common language provides a foundation for professional conversation.

All Lessons Addressing Content

Include:Providing Clear Learning GoalsTracking Student ProgressCelebrating Student SuccessEstablishing Classroom RoutinesOrganizing the Physical Layout of the Classroom for

LearningLesson Segment: Enacted on the Spot

Marzano’s Key Research Conclusions for Instruction

• Students should clearly understand the purpose of what they are learning and why they are learning the content

• Instruction of key knowledge and skills leads to independent transfer/application

• Effective learning requires students to move toward conceptual understanding

• Effective classrooms are collaborative partnerships and true communities of learning

Design Question 2

What will I do to help students effectively interact with new knowledge?

Critical Input Experiences

Providing input to students regarding new content:

Reading a section of textbook Listening to information presented Observing a demonstration or participating in

a demonstration Watching a short video clip Discussions in small groups

8. Previewing New Content

The Anticipation Guide was deliberately chosen to begin the process of previewing the new content.

There are many ways to preview new content. The Anticipation Guide is used to activate prior knowledge of the Design Question and provide connections to experience and practice.

Activating prior knowledge is considered a previewing strategy, because previewing is defined as any activity that starts students thinking about the new content.

Anticipation Guide Round Robin

Round 1: For 60 seconds, discuss an item that you rated 3 or 4.

Round 2: For 60 seconds, discuss an item that you rated 1 or 2.

When you hear the chime, switch partners.

8. Previewing New Content

The teacher engages students in activities that help them link what they already know to the new content about to be addressed and facilitates these linkages.

Teacher Evidence Teacher uses preview question before reading Teacher uses K-W-L strategy or variation of it Teacher asks or reminds students what they already know about the topic Teacher provides an advanced organizer

Outline Graphic organizer

Teacher has students brainstorm Teacher uses anticipation guide Teacher uses motivational hook/launching activity

Anecdotes Short selection from video

Teacher uses word splash activity to connect vocabulary to upcoming content

Previewing New Content

Student Evidence When asked, students can explain linkages

with prior knowledge When asked, students make predictions about

upcoming content When asked, students can provide a purpose

for what they are about to learn Students actively engage in previewing

activities

Critical Information

If students understand CRITICAL INPUT EXPERIENCES, student have a

good start to accomplish the learning goal.

The Art and Science of Teaching

Why Critical Information

A number of cognitive psychologists offer support for the position that teachers must provide guidance as to the important aspects of the new content (Anderson, Greeno, Reder & Simon 2000).

Nuthall’s work suggests that those learning experiences that are critical to understanding new content should be identified and highlighted by teachers.

6. Identifying Critical Information

The teacher identifies a lesson or part of a lesson as involving important information to which students should pay particular attention.

Teacher Evidence Teacher begins the lesson by explaining why upcoming content is important Teacher tells students to get ready for some important information Teacher cues the importance of upcoming information in some indirect fashion Tone of voice Body position Level of excitement

Student Evidence When asked, students can describe the level of importance of the information addressed in class When asked, students can explain why the content is important to pay attention to Students visibly adjust their level of engagement

Video6. Critical Information

7. Organizing Students to Interact with New Knowledge

The teacher organizes students into small groups to facilitate the processing of new information.

Teacher Evidence Teacher has established routines for student grouping and student interaction in groups Teacher organizes students into ad hoc groups for the lesson Diads Triads Small groups up to about 5

Student Evidence Students move to groups in an orderly fashion Students appear to understand expectations about appropriate behavior in groups Respect opinions of others Add their perspective to discussions Ask and answer questions

Frayer ModelDefinition in your own words Facts/characteristics

Examples NonexamplesWord

Indicator # 10 Group

Processing of Information

10. Processing of New Information with Students

During breaks in the presentation of content, the teacher engages students in actively processing new information.

Teacher Evidence Teacher has group members summarize new information Teacher employs formal group processing strategies Jigsaw Reciprocal Teaching Concept attainment

Student Evidence When asked, students can explain what they have just learned Students volunteer predictions Students voluntarily ask clarification questions Groups are actively discussing the content Group members ask each other and answer questions about the information Group members make predictions about what they expect next

Processing the Content

• Teachers’ should facilitate students actively processing the content in groups.

• Research and theory supports the need for students to process new information in ways that make personal sense.

• Allows students to experience content from multiple perspectives

The Art and Science of Teaching

Small chunks of content need to

be processed during a critical

input experience

• Active processing requires the use of macro-strategies, or interacting instructional strategies

• Students cannot intuit these strategies; they must be taught

Teach the Thinking

Common Components of Macro-Strategies

• Summarizing and Note Taking

• Nonlinguistic Representation

• Questions• Reflection• Cooperative Learning

Using Descriptions, Discussions and Predictions to Enhance Understanding

• After each small chunk of information provided students should work in small groups to describe, discuss, and make predictions regarding new information.

Elements that Guide

Interactions

Summarize

Clearing ConfusionPredicting

DQ 2 - Indicator #10

Jigsaw - Cooperative Learning Teams

Jigsaw - Move to Expert Groups

Jigsaw – Back to Original Teams

Reciprocal Teaching Roles

Group Leader – Keep group focused and on schedule

Facilitator – Asks questions to focus dialogue

Summarizer – Summarizes content after discussion

Reciprocal Teaching Roles

• What are the main ideas?• What questions do we have?• Are there areas we need to

clarify?• What predictions can we make?

Concept Attainment

• Leading students to understand a concept by asking them to compare and contrast examples (exemplars) that contain the characteristics (attributes) of the concept with examples that do not contain those attributes.

• It is a PROCESS in constructing a meaningful definition of the concept.

Concept AttainmentYes

Snow WaterNo

Seashell Sand

Concept AttainmentYes

Snow WaterCandle Melted Wax

NoSeashell Sand

Tree Branch Bark Pieces

Concept AttainmentYes

Snow WaterCandle Melted WaxCorn Kernel Popcorn

NoSeashell Sand

Tree Branch Bark Pieces

Cream Butter

Concept AttainmentYes

Snow WaterCandle Melted WaxCorn Kernel Popcorn

NoSeashell Sand

Tree Branch Bark Pieces

Cream Butter

Where do these belong?Water Steam

Glass Rod Blown GlassMetal Rust

Concept AttainmentYes

Snow WaterCandle Melted WaxCorn Kernal Popcorn

NoSeashell Sand

Tree Branch Bark Pieces

Cream Butter

Where do these belong?Water Steam

Glass Rod Blown GlassMetal Rust

Yes

Concept AttainmentYes

Snow WaterCandle Melted WaxCorn Kernal Popcorn

NoSeashell Sand

Tree Branch Bark Pieces

Cream Butter

Where do these belong?Water Steam

Glass Rod Blown GlassMetal Rust

YesYes

Concept AttainmentYes

Snow WaterCandle Melted WaxCorn Kernal Popcorn

NoSeashell Sand

Tree Branch Bark Pieces

Cream Butter

Where do these belong?Water Steam

Glass Rod Blown GlassMetal Rust

YesYesNo

9. Chunking Content

Based on student needs, the teacher breaks the content into small chunks (i.e. digestible bites) of information that can be easily processed by students.

Teacher Evidence Teacher stops at strategic points in a verbal presentation While playing a video tape, the teacher turns the tape off at key junctures While providing a demonstration, the teacher stops at strategic points While students are reading information or stories orally as a class, the teacher stops at strategic points

Student Evidence When asked, students can explain why the teacher is stopping at various points Students appear to know what is expected of them when the teacher stops at strategic points

Video – Chunking Content

Protocol Video: Group Processing of New Information (HS Math)http://www.youtube.com/watch?v=NkiXiw7318E&feature=related Mesquite HS 2 Math 7:46

https://www.effectiveeducators.com/resource/show/4e2d8ed45d17508eb10899f3

11. Elaborating on New Information

The teacher asks questions or engages students in activities that require elaborative inferences that go beyond what was explicitly taught.

Teacher Evidence Teacher asks explicit questions that require students to make elaborative inferences about the content Teacher asks students to explain and defend their inferences Teacher presents situations or problems that require inferences

Student Evidence Students volunteer answers to inferential questions Students provide explanations and “proofs” for inferences

Video – Student Elaboration

Strategies for Student Centered Discussions (HS English)https://www.teachingchannel.org/videos/strategies-for-student-centered-discussion

12. Recording and Representing Knowledge

The teacher engages students in activities that help them record their understanding of new content in linguistic ways and/or represent the content in nonlinguistic ways.

Teacher Evidence Teacher asks students to summarize the information they have learned Teacher asks students to generate notes that identify critical information in the content Teacher asks students to create nonlinguistic representations for new content Graphic organizers Pictures Pictographs Flow charts Teacher asks students to create mnemonics that organize the content

Student Evidence Students’ summaries and notes include critical content Students’ nonlinguistic representations include critical content When asked, students can explain main points of the lesson

Cornell Notes General Notes

Note - Taking

Frayer ModelDefinition in your own words Facts/characteristics

Examples NonexamplesWord

Graphic Organizers

Dramatizations

Creating Symbols

Sketches/Diagrams/Photography

Non-Linguistic RepresentationsCreating Videos

Non-Linguistic Representations

Palm – Cell body Arm – Axon Fingers – Dendrite

Classroom Example: http://www.youtube.com/watch?v=aaweXw03kQI

Brain Based Learning Video: http://www.youtube.com/watch?v=dPVxLRHBNMs