mrl design question 2: what will i do to help students effectively interact with new knowledge?
TRANSCRIPT
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MRL Design Question 2:
What will I do to help students effectively interact with new knowledge?
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Apply techniques to cause students to interact with new content
Choral response
Slates/response boards
Structured partners
Sentence Stems
Frayer Model
Yes-No-Why?
Tell-Help-Check
Interaction Sequence
Paragraph Shrinking
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Normative Classroom Discourse
20% of students doing80% of responding
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Interacting With New Knowledge
Identify critical information.
Organize students into groups to interact with new knowledge.
Preview new content.
Present new information in small chunks.
Process new information (summarize, clarify).
Elaborate on new information.
Record and represent knowledge.
Reflect on learning.
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Why Active Participation?
Opportunities to respond related to increased academic achievement increased on-task behavior decreased behavioral challenges
Caveat only successful responding brings these results
initial instruction (80% accuracy) practice/review (90% or higher accuracy)
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If it’s worth doing, I should cause ALL to do it!
“Old School”
volunteer responding
students raise hands to answer
Questions like Does anyone know…? Who can tell me…? Who has an idea? Jane, what did…?
Better
Everyone think…then everyone say, write, do
Written response
Partners first (before individual public responses)
Intentional & Random Calling
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Many Ways to Engage
“It’s about the architecture!”
(Kevin Feldman)
• structured
• ALL students make thinking visible (say, write, do)
• actionable feedback
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Make Thinking Visible!
Say
Write
Do
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EXPERIENCE & OBSERVE
Strategy observer What techniques did you observe? What good practices
did you see? What could be more effective?
Participant observer What words, behaviors, evidence of student learning did
you notice?
Participants What did you learn? What worked for you? How did you
feel as a learner using this strategy?
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neologism
Critical Attributes
ExamplesNon-Examples
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Please answer:
Yes or No: “Staycation” is a neologism.
Rate your understanding of the word neologism.
1 I’ve never heard this word before.
2 I’ve heard this word, but I don’t really know what it means.
3 I know the general meaning of this word, though I may not be able to define it in detail or use it myself.
4 Whether spoken or written, I know this word well and understand its meaning.
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neologism
neo (Gk, new)
logos (Gk, word)
-ism (noun, distinctive, trait or idea)
Critical Attributes
recently coined (first used)
not yet accepted as mainstream
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neologism or NOT?
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neologism
Yes – No – Why?: “Staycation” is a neologism
Rate your understanding of the word neologism.
1 I’ve never heard this word before.
2 I’ve heard this word, but I don’t really know what it means.
3 I know the general meaning of this word, though I may not be able to define it in detail or use it myself.
4 Whether spoken or written, I know this word well and understand its meaning.
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EXPERIENCE & OBSERVE
Strategy observer What techniques did you observe? What good practices
did you see? What could be more effective?
Participant observer What words, behaviors, evidence of student learning did
you notice?
Participants What did you learn? What worked for you? How did you
feel as a learner using this strategy?
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Interacting With New Knowledge
Identify critical information.
Organize students into groups to interact with new knowledge.
Preview new content.
Present new information in small chunks.
Process new information (summarize, clarify).
Elaborate on new information.
Record and represent knowledge.
Reflect on learning.
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Choral / Unison Response
prompting students to respond together on cue when answers are short and the same
Why? focus tool
provides thinking time
all students responding
students using academic language (vs. teacher-talk)
repetition of important terms/concepts
accurate pronunciation (safe rehearsal)
provides feedback for teacher
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Response Slates/Cards
Prompting students to write responses on “slates” (personal whiteboard, device, etc.) or point to responses on prepared cards
Why? Monitor ALL student responses Reusable materials Slates: longer, divergent answers Cards: limited answers, quick probes
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Structured Partner Response
teacher-structured activity when student pairs share/discuss specific information
Why? elaborative response or to review recently learned
information increase focus, attention, academic language use, etc. provides scaffold Increases opportunity for students to look good
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Structured Partner Response
How?
teacher-selected partners gracious middle with low alternate ranking (readiness, social skills) use base groups / assign roles (A and B / 1 and 2)
clear expectations specific prompt/task structured academic language (i.e. sentence starters) on-the-clock monitor, provide scaffolding and feedback
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Tips for Structured Partners
“If you want it, teach it!” (APL)
Look – Lean – Whisper
tape numbers on tables (#1, #2 with arrows pointing to partners)
change partnerships occasionally (3-6 weeks)
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Interaction Sequence
1. Prompt All
2. Interview Pairs
3. Select Purposefully
4. Select Randomly
5. Select Volunteers
• Ask all• Pause (wait time)• Cause students to make
thinking visible
(Sharer, Anastasio, & Perry, 2007, p. 80-85)
• Check student answers• Probe• Provide answers when
missing• Take note of good
responses
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Sentence Stems
teacher prompt to use specific academic language or syntax when responding to prompts
Why? beyond chatting accurate rehearsal students using academic language and syntax provides scaffold to competently discuss topic
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Sentence Stems: Examples
I predict ___ because ___.
One consequence of the invention was a rise in __.
Two potential motives behind an author’s use of roman à clef include ___.
…your response must include the words “function” and “variable.”
Somebody (people)…
wanted (motivation)…
but (conflict)…
so (resolution)…
Somebody (people)…
wanted (motivation)…
but (conflict)…
so (resolution)…
Something (independent var.)…
happened (change)…
and (affect on dependent var.)…
then (conclusion)…
Something (independent var.)…
happened (change)…
and (affect on dependent var.)…
then (conclusion)…
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Anticipation Guide
preview new content (review background knowledge)
identify misconceptions
provide purpose / focus (support, refute, answer questions)
Before Reading
Statement After Reading
The most expensive wine is always the best wine.
To produce the best grapes for wine, vines should be well-irrigated.
The vines with the highest yields tend to produce the most flavorful grapes.
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Paragraph Shrinking
1. Who or what is the paragraph/section about?
2. What is the most important information about the who or what?
3. Say it in a main idea statement with *10 words or less.
(Repeat and combine the main idea statements to summarize a longer selection.)
*May adjust for older students using complex text.
Fuchs et al. (2007) Peer-assisted learning strategies (PALS)…
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Tell – Help – Check(Archer & Hughes, Explicit Instruction, 2011, p. 141)
(Study): All study particular material
Tell: A tell B
Help: B respectfully agree or disagree correct, clarify, add offer reasons and confidence level
Check: pairs check notes, display, etc. All students revise written record
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Yes – No – Why?
posing a stimulating question or statement for which students must take a position and formulate reasoning
Calling on individual students is an effective way to elicit responses about new content. I agree with this assertion because… I disagree with this assertion because…