cte career and technical education a viable pathway to success in college and careers august, 2010...

CTE CAREER AND TECHNICAL EDUCATION

A VIABLE PATHWAY TO SUCCESS IN COLLEGE AND CAREERS

August, 2010

Why Didn’t I Learn This in College?

Karen Cushing

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Session Objective

To learn a variety of strategies to increase student engagement and achievement

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Topics

• Framing the Learning

• Grouping

• Questioning

• Processing

• Review and reflectionContent adapted from Why Didn’t I Learn this in College, Paula Rutherford, , Just Ask Publishing, 2009

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Framing the Learning

Let students know:What they are learning Why they are learning it How they will learn it How they will know that they know it

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Framing the Learning

• Provide Agenda/Outline for Day, Unit & Year

• Course syllabus

• Unit overview

• Daily lesson objectives

• Wall Charts

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Bell Ringers

Bell ringers help students:

• Check for understanding

• Assess own learning

• Review/refresh past topics

• Direct focus on the day’s lesson

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High Expectations

• I Count, I Care, I Can … Anne Westcott Dodd, Educational Leadership

• This is important! You can do It! I won’t give up on you!

Jon Saphier, The Skillful Teacher

• Connected, capable and contributingLinda Albert, Cooperative Discipline

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Access Prior Knowledge & Make Connections

• To past experiences

• Between concepts/activities they have

already learned

• To applications “beyond the classroom”

• To future areas of study and life

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We learn:

10% of what we read

20% of what we hear

30% of what we see

50% of what we both see and hear

70% of what we discuss with others

80% of what we experience personally

90% of what we teach to someone else

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Why Groups?

• 75% of humans learning by talking

• Main reason teachers don’t use groups…

fear of losing control

• Teacher preparation, circulation and

observation required

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Forming Groups

• Cut ups – cards, maps, cartoons, formulas, advertisements

• Popsicles sticks w/ names, shapes, colors, stickers

• Famous pairs – Salt and pepper, Romeo and Juliet

• Genres – books, music, seasonal activities• Line ups – students make two lines and pair with

the student across form them• Clock buddies –make hourly appointments

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Clock Buddies

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Expectations

See Hear

TalkingActive listening Sitting togetherRespecting spacePaying attentionImplementing their roles

Sharing ideasTaking turns speakingQuestioning by teammatesSummarizing

•Use T-Chart with students to identify what you expect to see and hear

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Getting Started

• Think- Pair- Share….

• Pairs to squares

• Assign roles or actions

• Provide focus questions

• Pre-write before joining the group

• Talking tokens promote equal participation

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Talking Tokens

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Prepare and Circulate

• Have students discuss the instructions for

clarity

• Identify what you expect to see and hear

• Begin with short interactions

• Move around and observe/guide behavior

• Students report out at end

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Group Observation Form

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Think - Pair- Share - Square

• Take 1 minute to think how you might use grouping in a class

• Talk to an elbow partner about your plans

• Find another pair and share your partner’s idea • Be prepared to report out the most interesting

idea

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Process New Learning

• 3 Column Charts

• Graphic Organizers

• Graffiti

• Note-Taking

• Journals

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3 Column Chart

What I knew What I now know

What I still don’t know

What I know What I don’t know

What I wish I knew

Most important Somewhat important

Not important at all

Already Know Want to Know Learned

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Graphic Organizers

• Avoid lengthy note taking

• Organize thinking

• Display relationships (sequence, cause-effect)

• Assist with classification

• Create a mental image that helps the brain “file” the learning

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Graphic Organizers

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Graffiti

• Used for pre-assessment, prior knowledge or summary

• Write one topic/concept/problem per sheet ( chart paper or legal size)

• Students record ideas, solutions, questions

• Students or paper rotates after allotted time period

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Note-takingMain Idea Details

Cornell Notes

Can be used to provide an outline of the course, chapter, or lecture.

Organized by main ideas and details.

Can be as detailed as necessary.

Sequential-- take notes as they are given by instructor or text in an orderly fashion.

After class, write a summary of what you learned to clarify and reinforce learning and to assist retention.

Can be used as study tool: Define terms or explain concepts listed on the left side.

Identify the concept or term based on its definition on the right side.

Summary:There are a couple of ways that you can take notes. The Cornell method is best when the information is given in a sequential, orderly fashion and allows for more detail. The semantic web/map method works best for instructors who skip around from topic to topic, and provides a "big picture" when you're previewing materials or getting ready to study for a test.

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Journals

• Daily - keeps track of happenings in class from student’s point of view. Teacher creates a template.

• Question – Students record answers to daily, weekly, or unit question(s)

• Response to reading, video, demonstrations or lectures

• 10:2 Theory – Pause every 10 minutes to write for 2 minutes down reactions to readying, lecture or demonstration

Pause now for 10:2

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Bloom’s Taxonomy

• Knowledge = Find recall specific ideas and information

• Comprehension = Understand ideas, meanings and information

• Application = Use - apply information, ideas and principles in new situations

• Analysis = Break down information into parts

• Synthesis = Create - put together parts to make a whole and do something new with the information

• Evaluation = Judge - the value of ideas, purposes and methods

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• How does this match what you thought you knew?• What might happen if...?• When have you done something like this before?• How would you feel if...?• How did you come to that conclusion?• How about...? What if...?• What do you think causes...?• Yes, that’s right, but how did you know it was right?• When is another time you need to...?• What do you think the problem is?• Can you think of another way we could do this?

• What do you need to do next?• Based on what you know, what can you predict about...?• Does what...said make you think differently about...?• Tell me how you did that?• How does...tie in with what we have learned before?• Suppose...what then?• How does this match what you thought you knew?• What might happen if...?• When have you done something like this before?• What might...think about this?• How would you feel if...?• How did you come to that conclusion?• How about...?• What if...?• What do you think causes...?• Yes, that’s right, but how did you know it was right?• When is another time you need to...?• What do you think the problem is?• Can you think of another way we could do this?• Why is this one better than that one?• How can you find out?• How is...different (like)...?• What have you heard about..?• Can you tell me more?• What else do you see?• How does that compare with...?• What do we know so far?

Question Stems that Promote Student Thinking

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Question Stems that Promote Student Thinking

• What do you need to do next?• Based on what you know, what can you

predict about...?• Does what...said make you think differently

about...?• Tell me how you did that?• How does...tie in with what we have learned

before?• Suppose...what then?

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Review• Use Jeopardy to review• I have the question. Who has the answer?• Students create test questions• Graffiti • Journals• 3 Columns• Highlighting notes• Group writes review questions for other group

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Reflection

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Exit Ticket

• Students write about the class as “ticket” to leave:

• What I really know well

• What confuses me

• How today’s lesson is related to….

• Favorite part of the lesson

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3, 2, 1 Reflection

• 3 significant learnings from this session

• 2 areas where you want to deepen your knowledge

• 1 thing you would like to try next week

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•Find your Give and Get Sheet . •Think about how you will use one of the strategies you saw today•Stand up and share your idea with someone and then write their idea on your page.•Continue until your page is full.

Give and Get

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Contact Information

Karen Cushing

Chicago Public Schools

Office of College & Career Preparation

CTE Curriculum Specialist

voice: 773.553.1217

fax: 773.553.3543

[email protected]

cte career and technical education a viable pathway to success in college and careers august, 2010...

Documents

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