an introduction to strategic planning and teaching

AN INTRODUCTION TO STRATEGIC PLANNING AND TEACHING

Improving Student Learning at Center Point High School

Think-Pair-Share

What is Strategic Teaching? What are components of Strategic

Teaching? Take a few moments to reflect (Think). Pair with someone to address

components (Pair). Share out consolidation of thoughts

(Share).

STRATEGIC TEACHING

Strategic teaching is the process of incorporating purposeful planning, multiple strategies, connected strategies, and explicit instruction to maximize student understanding and retention of the content material.

COMPONENTS OF STRATEGIC TEACHING

Purposeful Planning- Choose strategies based on the purpose of the lesson, student data, and the nature of the material being studied.

Multiple Strategies - Incorporate strategies that support various learning styles and modality preferences.

COMPONENTS OF STRATEGIC TEACHING Connected Strategies – Incorporate before, during, and after instruction strategies that include a variety of vocabulary development and writing strategies.

Explicit Instruction – Maximize the understanding and retention of content material through direct explanation, modeling, guided practice, and independent application.

What’s the Purpose of Strategic Planning?

We should plan strategically to:

1. Improve student learning in all classrooms.

2. Authentically assess our students through all portions of instruction.

3. Identify gaps in our preparation of students for state assessments.

4. Speak the same language regarding instruction in Center Point High School.

Five Components of A Strategic Lesson One or more daily outcome(s) based

on state standards Two everyday instructional

practices: chunking (breaking text, lectures, video, etc. into small, manageable pieces) and student discussion of concepts

Three parts to a purposeful lesson structure: using connected before, during, and after literacy strategies

Five Components of a Strategic Lesson

Four steps to explicit instruction: “I Do”, “We Do”, “Y’all Do”, and “You Do”

Five components of active literacy: talk, write, investigate, read, and listen (TWIRL).

Components of Strategic Teaching Stop and Reflect Identify the Components of Strategic

Teaching 1 or 2 -----------. 2 Everyday Practices ------ and --------. 3 Parts to ----- ------ 4 Steps to -------- --------- 5 Components of ----- ------

Lesson Planning Questions

What is the difference between the words - learn and memorize?

What should the students learn today as a result of this lesson?

How will this new learning connect/be applicable to the students’ lives?

How long will it take to truly meet this outcome?

How does this lesson connect to state content standards?


What type of assessment will best determine if the daily outcome has truly been met?

What will motivate the students to want to participate and learn this outcome?

How will the instruction need to be differentiated to meet the needs of ALL learners in the class?

What vocabulary will need to be learned? How will the students learn this pertinent vocabulary?

Will background knowledge need to be built or used?


What text can be incorporated with this content?

How can technology be integrated with this lesson?

Will this lesson provide ample opportunities and contexts for the students to engage in dialogue with each other?

Will this lesson provide ample opportunities for text reading and writing responses?

What Should We See in Lesson Plans

Objectives correlated to the ALCOS Objectives correlated to AHSGE Literacy Strategies and Purposes Evidence of Differentiated Instruction Teaching Method Explicit Instruction “I Do”, “We Do”, “Y’all Do”,

“You Do” Bloom’s Taxonomy Teaching Procedure Modifications, Accommodations, or

Interventions Daily Assessment (Formative Assessments)

How Do We Plan Strategically?

Step 1: Determine the Outcomes

Decide what it is the students will be able to do as a result of this lesson.

The outcome(s) of the lesson should move the students closer to mastery of content standards.

Decide on assessment(s) that will be used to determine if outcome has been met.

Step 2: Plan a Before Instruction Activity (Anticipatory Set)

Consider the purpose of before instruction activities: Activate prior knowledge Build background knowledge Generate questions Make predictions Discuss vocabulary Establish a purpose for the lesson

How Do We Determine Outcomes?

Utilize the Alabama Course of Study

Utilize Jefferson County Curriculum and Pacing Guides

Utilize assessment data from the school

Utilize Advanced Placement, Ex Ed, and ELL information

Plan a Before Instruction Activity (Anticipatory Set)

Consider the content of the lesson: Is it a new concept to most of the students? If so, plan an activity that will allow students to build some background knowledge about the concept.

Is it a review or continuation of content in which students are familiar? If so, plan an activity that will allow students to activate prior knowledge.

Plan a Before Instruction Activity (Anticipatory Set) Consider the content of the lesson:

Is there vocabulary in the lesson that may be an interference to understanding for some students? If so, plan an activity that will involve discussion of unfamiliar words (helpful to ELL’s and ExEd).

Are there particular parts of the content that need to be emphasized? If so, plan an activity that draws attention to important concepts.

Before Instruction Strategy

Previewing the Text Previewing the text helps students to identify

topics and concepts they are likely to encounter as they read.

Previewing helps with student focus, recall and establishes purpose for reading.

Strategic teachers draw attention to the book title and particular sections of the book.

Teachers ask students to determine the general topic that they would expect to find.


Quick Write Purposes: To introduce a concept

and connect the concept with prior knowledge or experiences and to allow students to discuss and learn from each other.

Procedure: Introduce a single word or phrase to the class.

Quick Write

Students copy the concept on index cards.

Students are given two minutes to write whatever comes to their minds relative to the concept. They may write freely using single words, phrases, sentences, etc.

After time is called, students may volunteer to share their thoughts on the subject.


ABC Brainstorm Purposes: To activate prior knowledge about a

major topic To allow students to build background

knowledge about a topic through discussion with other students.

ABC Brainstorm

Present the topic of the brainstorm to the students. Students list all the letters of the alphabet down a

sheet of paper, leaving room beside each letter to write out the rest of a word or phrase.

Students work individually thinking of as many words as they can that are associated with the topic and write the words beside the appropriate letters.

After a few minutes, let the students pair up or work in small groups to fill in blank letters they have not yet completed.

Allow students to share with the entire class possible terms for the different letters of the alphabet.

ABC Brainstorm

MitosisA G M S

B H N T

C I O U

D J P V

E K Q W

F L R XYZ


Making Predictions Making Predictions engage readers more fully

in noticing and remembering what they read. Observe the page, book, etc. Verbally preview the page with students. Teachers could draw a web on the board,

listing the main topic as a hub of the web. Ask students to call out words that relate to the

topic. Based on the web and prior knowledge ask

students to tell what they predict the text might discuss or include.


Idea Web

Water Power


KWLH Charts A KWLH chart provides a tangible structure for

enhancing students’ involvement in their own reading.

The KWLH charts prompts students to access prior knowledge, identify their own purpose for reading, reflect on and summarize text, and identify unanswered questions.

The KWLH chart provides an opportunity for students to take charge of their own learning by identifying ways to explore topics in greater depth.

KWLH Chart

What I Know What I Want to Know

What I Have Learned

How I Can Learn More

K W L H


Discuss Text Vocabulary Students must focus on content-area concepts

and facts and learn and understand relevant vocabulary to fully comprehend the section content or text.

The teacher may write a word from the section on the board, draw reference to the base word, prefix or suffix.

Teachers ask students to name other words that are related to the word written on the board.

Other students may look up word in the dictionary.

Text Vocabulary During the 1400’s and 1500’s, many Europeans

began to call for a reformation in the teachings and practices of the Roman Catholic Church.

Term: Reformation Prefix: Re Meaning of prefix: do again Base word: Form Explain the meaning of form? Express how the prefix affects form. Related words: restructuring; reorganization Definition of reformation: the act of forming again;

to improve

TEXT VOCABULARY

Definition in your own words

Examples

Facts and Characteristics Non-examples

Quadrilateral

Think-Pair-Share

Think. The teacher provokes students' thinking with a question or prompt or observation. The students should take a few moments just to THINK about the question.

Pair. Using designated partners, students PAIR up to talk about the answer each came up with. They compare their mental or written notes and identify the answers they think are best, most convincing, or most unique.

Share. After students talk in pairs for a few moments the teacher calls for pairs to SHARE their thinking with the rest of the class.

Before Instruction Strategies

Identify two strategic teaching literacy strategies for the anticipatory set(before instruction strategies) that you will use in your classroom next week to activate prior knowledge and to build background knowledge.

Place strategies and purpose(s) in lesson plans now.

Step 3: Plan a During Instruction Activity

(Key to Differentiated Instruction)

Consider the purpose of during instruction activities: Engage with the text or presentation Verify and formulate predictions Summarize text or materials presented Self-monitor comprehension

Construct graphic organizers Use mental imagery Integrate new information with prior

knowledge

Step 3: Plan a During Instruction Activity (Key to Differentiated Instruction) Consider the content of the lesson:

Is the text or presentation of material challenging to comprehend? If so, consider an activity that will require students to stop periodically as they read or listen and self-monitor comprehension.

Is the text or presentation structure unfamiliar or challenging to some of the students? If so, consider using a graphic organizer to help students organize information from the text.

Is there a large amount of text to be read or is there a large amount of information to be presented? If so, consider chunking the text or lecture and choose an activity that will allow small groups of students to share important information with the entire class after reading the text or listening to the lecture.

During Instruction Activity Strategy Monitoring Comprehension

Readers monitor their comprehension by asking questions, pausing to reflect on the meaning of the passage and by comparing what they have read with their own experiences and prior knowledge.

Teachers may ask a volunteer to read the passage aloud while students follow along silently.

Teacher gauge comprehension by asking questions about the passage.

Teachers teach skill to students.

During Instruction Activity Strategy Taking Notes

Taking notes keep students engaged as they read and can help them remember important information. Note-taking is most beneficial when students reflect on what they write.

Teachers guide students in noting the headings, subheadings, and bold-faced terms.

Draw a two-column chart, list the topic of the reading.

Students list the main idea on one side, then list the examples and supporting details on the second side.

Taking NotesTOPIC:

Main Ideas: facts, examples, and supporting details:

1. 1.

2. 2.

3. 3.

During Instruction Activity Strategy Outlining

Outlining can provide a structured format for note-taking. It can help students identify and understand the connections between details and larger concepts.

Students scan the lesson to note headings and subheadings.

Students identify subtopics for main topics, then subtopics under subtopics.

Outlining I. Main Topic

II. Main Idea A. Supporting Detail B. Supporting Detail C. Another Supporting DetailIII. Next Main Idea A. Supporting Detail B. Supporting Detail 1. Minor Detail 2. Minor Detail IV. Another Main Idea A. Supporting Detail B. Supporting Detail

Outlining: The Bill of Rights I. Bill of Rights

The Bill of Rights is the first 10 amendments to the U.S. Constitution. It protects fundamental individual rights and liberties.

II. History of the Bill of Rights

A. James Madison, congressman from Virginia, proposed a series of amendments to the Constitution.

B. Committees of the House of Representatives and the Senate rewrote the amendments.

C. The House and Senate approved 12 amendments in September 1789.

II. D. 10 of the 12 proposed amendments were ratified on December 14, 1791.

III. Rights Protected by the Bill of Rights

Informal Outlining: The Circulatory System

One of the transport systems of the body 3 functions: carries food and oxygen to cells carries away wastes from cells protects the body from disease

3 parts:

heart

blood vessels

blood

One of the parts of the circulatory system is blood

4 parts

plasma

platelets

red blood cells

white blood cells

During Instruction Strategy

Magnet Summary On the unlined side of an index card, the

student writes 3 to 5 words that he/she is drawn to as he/she reads the text.

The student turns to the lined side of the card and writes a summary of the entire text using the words he/she has chosen in the summary. The student underlines his/her words as he/she uses in the summary.


Say Something Choose a text for the students to read

and have them work in pairs. Designate a stopping point for reading. Have students read to the stopping point

and then “say something” about the text to their partners.

Repeat steps 2 and 3 until they finish reading the text.


Save The Last Word For Me Students read a designated text. After reading, students complete index cards with the following

information:

Side 1: Each student selects an idea, phrase, quote, concept, fact, etc., from the text that evokes a response. It can be something new, something that confirms previous ideas, or something with which he/she disagrees. Each student writes his/her selection on side 1 and indicates the page number where it can be found in the text.

Side 2: Each student writes his/her reaction to what he/she wrote on side 1. Students gather in small groups to discuss their information. Students discuss using the following procedure: A student reads side 1 of

his/her card; each student in the group responds to the information shared. The student who authored the card gets the last word by sharing side 2 of his/her card. The process is repeated until everyone in the group has shared.


3-2-1 After reading a portion of text, viewing a portion of a

video, or listening to a portion of a lecture: students working alone, with a partner, or in small groups fill out a 3-2-1 chart. 3 Important Details 2 Connections 1 Question I Still Have

Students repeat the procedure until the entire content has been completed.

Students can use the important details from their 3-2-1 charts to summarize the entire lesson.


Comparing and Contrasting Comparing and contrasting allow students to

understand and remember information and make connections between topics and ideas.

Students compare features or characteristics of one topic or event against features and characteristics of another.

Use compare and contrast graphic organizers.

Use Venn Diagrams.

COMPARE AND CONTRAST

Item 1 Item 2

Similarities Differences

COMPARE AND CONTRAST

United States

CanadaMexico

VENN DIAGRAM

similarities

Pioneer Days Today

Could raise, grow or hunt

All food groups

During Instruction Strategies

Identify two during instruction strategic teaching strategies that will be used in your classroom next week to engage students with the test, to help formulate predictions, to create mental imagery or to integrate new information with prior knowledge.

Step 4: Plan an After Instruction Activity Consider the purpose of after instruction activities:

Reflect on the content of the lesson

Evaluate predictions Examine questions that guided

reading Respond to text or presentation

through discussion Respond to text or presentation

through writing Retell or summarize

Step 4: Plan an After Instruction ActivityConsider the content of the lesson:

Does the content of the lesson build upon previous learning? If so, consider an activity that allows students to make connections and evaluate new information in light of previous learning.

Does the content lend itself to visual representations? If so, consider providing students with graphic organizers as a format for organizing information and concepts.

Does the content contain challenging vocabulary? If so, consider an activity that will lead to student ownership of important vocabulary.

Is the content open to interpretation? If so, consider activities that will promote discussion and critical thinking.

After Instruction Strategy

Summarizing Summarizing allows the students to filter

vast quantities of information and identify the most important key concepts and ideas.

Teachers ask students to summarize information.

Students are questioned. Teachers ask what is most important to us

and what conclusions can be drawn from the reading.


Writing Activities Many types of writing activities may be

employed. The purpose is to distinguish between

significant and supporting details and to summarize and paraphrase with purpose.

GIST may be used. The goal of GIST is to convey the “gist” of

what was read by summarizing the text or lesson in 20 words or less.


T-Chart Teacher draws a T-chart on the board. In

the boxes at the top of the chart, students record issues, events, or characters.

Below these designations, supporting ideas or examples are given

As always, teacher should model the use of this strategy first.

GISTGenerating Interactions Between

Schemata and Text

Students have 20 lines to summarize information read. One word per line. Focus on who and what. Promotes comprehension of the material - allowing students to highlight key words and use their own language.

_____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____


Identify the after instruction strategy

that will be used in your classroom next

week.

PurposesReflect on the lesson

Evaluate predictions

Examine questions that guided reading Respond to the text or presentation through discussion

Respond to the text or presentation through writing Retell or Summarize

ABC Brainstorming Respond to Questions

Debate Retell

Discuss Summarize

GIST T-Chart

Graphic Organizer Verify Predictions

KWL Chart Writing Activity

Step 5: Plan for Assessment of Outcomes

How will the lesson outcomes be assessed? Consider: Work products

PortfolioGraphic Organizers

Separate assessmentsFormative assessments are best.Comprehensive examination

Exit slips Observational data

STRATEGIC LESSON PLAN

OUTCOME(S) Before InstructionPurpose Activities for Students

•Activate students’ background knowledge.• Help students establish purposes for reading.• Encourage students to generate questions.• Ask students to make predictions about text.• Help students construct graphic organizers.• Connect writing to reading.

• Brainstorm concepts and key words and ideas.• Establish reading goals based upon purpose.• Turn headings into questions.• Predict and verify based on content• Construct a graphic organizer.• Write in a journal, vocabulary notebook, etc.

Activity Grouping

Grouping GroupingActivityActivity

ASSESSMENTDuring Instruction After InstructionPurpose Activities for Students Purpose Activities for Students

•Model metacognitive and cognitive processes.•Verify and/or formulate predictions.•Help students integrate new data with prior knowledge.•Get students to think about what they are reading.• Help students conduct graphic organizers.• Summarize text.• Read aloud.

• Find answers to self-initiated questions.• Read silently.• Read with a partner.• Predict and verify.• Re-read if necessary.• Take notes.• Construct graphic organizers.

•Encourage students to reflect on the content of the lesson• Prompt students to evaluate predictions.• Examine questions that guided reading.• Require students to respond to text through writing.• Encourage retelling or summarizing.• Connect writing and reading.

• Discuss• Debate• Respond to questions.• Verify predictions. • Construct a graphic organizer.• Write in a journal.• Retell• Summarize• Role play• Research• Read related materials.

Your Students Should TWIRL in Class Everyday!

TalkWriteInvestigateReadListen

Step 6: Review the Finished Lesson Plan

Does the lesson plan have one or more daily outcome(s) based on state standards?

Does the lesson have purposeful before instruction, during instruction, and after instruction activities?

Does the lesson plan have explicit instruction: “I Do”, “We Do”, “Y’all Do”, and “You Do”?

Does the lesson allow for students to TWIRL during the class period everyday in your classroom?

Strategic Teaching Reflections Strategic teaching involves before,

during, and after instruction activities that should happen all day, every day.

Application of learning strategies that result in actions like generating questions, comprehension monitoring, etc. is the real purpose of strategic teaching.

The strategic teaching model ensures that every student is actively engaged in learning the entire class time (bell-to-bell).

Next Steps…

In classroom visits and walk-throughs, the look-fors will include: Evidence of Strategic Planning and Strategic Teaching

Students TWIRLing Formative assessments that are embedded into instruction, not just isolated at the end of the week or term.

Vocabulary

Anticipatory Set- AS is a brief activity or event at the beginning of the lesson that effectively engages all students' attention and focuses their thoughts on the learning objective.

Before, During and After Instruction Strategies – A metacognitive approach to reading that guides students to explore the text before reading to activate prior knowledge. This approach ensure that students’ monitor their comprehension during reading and also ensures that students summarize the material after reading.

Connected Strategies – Use of before, during, and after instruction strategies that include a variety of vocabulary development and writing strategies.

Content Vocabulary- Content vocabulary is the technical language associated with a specific content area. This vocabulary is essential so that students will be able to understand the specific concepts and content standards.

Vocabulary

Differentiated Instruction- DI is an instructional concept that maximizes learning for ALL students—regardless of skill level or background. It's based on the fact that in a typical classroom, students vary in their academic abilities, learning styles, personalities, interests, background knowledge and experiences, and levels of motivation for learning.

Explicit Instruction – Maximizing the understanding and retention of content material through direct explanation, modeling, guided practice, and independent application. Encompasses “I do”, “We do”, “Y’all do”, “You do”.

Formative Assessments are part of the instructional process. They are incorporated into classroom practice to provide information needed to adjust teaching and learning while they are happening. In this sense, formative assessments inform both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame.

Vocabulary

Higher Order Thinking- Higher-order thinking by students involves the transformation of information and ideas that occurs when students combine facts and ideas and synthesize, generalize, explain, hypothesize or arrive at some conclusion or interpretation. Higher-order thinking occurs at the top three levels of Bloom's Revised Taxonomy. Analyzing Evaluating Creating

Literacy –The ability to use language to read, write, listen, and speak.

Metacognition- The individual’s active thinking, regulating and monitoring his own cognitive processes in which he determines specific strategies to use to ensure his own learning.

Multiple Strategies - Various strategies that support various learning styles and modality preferences.

Purposeful Planning- Planning that is based on the purpose of the lesson, student data, and the nature of the material being studied. Encompasses using connected before, during and after instruction literacy strategies.

Vocabulary

Research Based Reading Strategies - A variety of reading comprehension strategies that researchers have found that good readers use before, during and after reading a text to facilitate the construction of meaning. Good readers use comprehension strategies to facilitate the construction of meaning. These strategies include previewing the text, self-questioning, making connections, visualizing, using vocabulary, monitoring, summarizing, and evaluating.

Strategic teaching - A process of incorporating purposeful planning, multiple strategies, connected strategies, and explicit instruction to maximize student understanding and retention of the content material.

TWIRLing- Active literacy with components that enable the students to talk, write, investigate, read and listen. Activity should occur daily.

Write 3 things that you have learned about Strategic Teaching.Give 2 examples.

Strategic Planning and Teaching

an introduction to strategic planning and teaching

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