we believe: 1. students learn in different ways. 2. students learn in different time frames. the...

We believe:

1. Students learn in different ways.

2. Students learn in different time frames.

The FOUNDATIONAL PRINCIPLESfor Learning:

Factors Influencing LEARNING

School 1. Guaranteed and Viable Curriculum2. Clear Goals and Effective Feedback3. Parent & Community Involvement4. Safe & Orderly Climate5. Staff Collegiality & Professionalism

Teacher

6. Instruction7. Classroom Management8. Curriculum Design

Studen

t

9. Home Atmosphere10. Learned Intelligence/ Prior Knowledge11. Motivation & Interest

Leadership

Leadership

Lead

ership

Lea

der

ship

School 1. Guaranteed and Viable Curriculum 2. Clear Goals and Effective Feedback 3. Parent & Community Involvement 4. Safe & Orderly Climate 5. Staff Collegiality & Professionalism

Teacher 6. Instruction 7. Classroom Management 8. Curriculum Design

Student 9. Home Atmosphere10. Learned Intelligence and Prior Knowledge11. Motivation & Interest

FACTORS INFLUENCING LEARNING

%ile rank entering

%ile rank leaving

Average School

Average Teacher50 50

Highly Ineffective School

Highly Ineffective Teacher50 3

Highly Effective School

Highly Ineffective Teacher50 37

Highly Ineffective School

Highly Effective Teacher50 63


Highly Effective Teacher50 96


Average Teacher50 78

CATEGORY ES P N SD

Identify Similarities and Differences

1.61 45 31 .31

Summarizing and Note Taking 1.00 34 179 .50

Reinforcing Effort/Providing Recognition

.80 29 21 .35

Homework and Practice .77 28 134 .36

Non-linguistic representations .75 27 246 .40

Using Cooperative Learning .73 27 122 .40

Setting Objectives/Providing Feedback

.61 23 408 .28

Generating and Testing Hypotheses

.61 25 63 .79

Questions Cues, & Advanced Organizers

.59 22 1251 .26

Categories of Instructional StrategiesThat Affect Student Achievement

Least Effective Teacher 14 points *

Most Effective Teacher 53 points

Average Student Gain in Percentile Points over One Year

Sanders & Horn, 1994; Wright, Horn, & Sanders, 1997)

Marzano: “Researchers have estimated that students will exhibit a gain in learning of about 6 percentile points simply from maturation – simply from growing one year older and gleaning new knowledge and information that is available through every day life.

From this perspective we might say that the least effective teachers add little to student knowledge and skill to the simple act of growing one year older in our complex, information rich society.”

Wow!

Instructional Strategies

Summary of the Research:

Most Effective Teacher 83 percentile point gain

Least Effective Teacher 29 percentile point gain

Cumulative Effects on Achievement After Attending the Class of Least Effective Teacher vs Most Effective Teacher for Three Years

Sanders & Horn, 1994; Wright, Horn, & Sanders, 1997)

Haycock (1998): “Differences of this magnitude – 50 percentile points – are stunning. As all of us know only too well, they can represent the differences between a “remedial” label and placement in the “accelerated” or even “gifted” track. And the difference between entry into a selective college and a lifetime at McDonald’s.”

Wow!

Instructional Strategies

School 1. Guaranteed and Viable Curriculum 2. Clear Goals and Effective Feedback 3. Parent & Community Involvement 4. Safe & Orderly Climate 5. Staff Collegiality & Professionalism

Teacher 6. Instruction 7. Classroom Management 8. Curriculum Design

Student 9. Home Atmosphere10. Learned Intelligence and Prior Knowledge11. Motivation & Interest

FACTORS INFLUENCING LEARNING

…but…first…………

But first….About Learning

AboutLEARNING!

Just as

• doctors need to be expertsabout the human body, and

• lawyers need to be experts about the law, and• car mechanics need to be experts

about how engines work, and• pilots need to be experts about aerodynamics

As EDUCATORS, we need to be

EXPERTS ABOUT LEARNING!

What are the Systems of Learning?

1. Attitudes &2. Habits of Mind

3. Acquire Knowledge4. Extend, Refine, Use Knowledge

The Self SystemThe Meta-cognitive System

The Cognitive System

Do you remember?

The Affective DomainThe Cognitive Domain

Habits of Mind

Attitudes and Perceptions

Extend, Refine, & Use Knowledge

Meaningfully

Acquire& IntegrateKnowledge

The Systems of LearningThe

“Metacognitive”System

The“Cognitive”

System

The “Self”System

Habits of Mind



Meaningfully


The Systems of Learning

CLASSROOM CLIMATE

CLASSROOM TASKS

• Acceptance by Teacher and Peers

• Comfort and Order

• Valuable and Interesting

• Ability and Resources• Clarity

POSITIVE ATTITUDES & PERCEPTIONS

The Self System Chart # 1

PRODUCTIVE HABITS OF MIND

The Meta-Cognitive System

• Be accurate and seek accuracy• Be clear and seek clarity• Maintain an open mind• Restrain impulsivity• Take a position when warranted• Respond to the feelings of other• Generate new ways of viewing situations outside the boundaries of standard conventions• Persevere• Push the limits of one’s knowledge• Generate, trust, maintain your own evaluation standards

• Monitor one’s thinking• Plan appropriately• Identify and use necessary resources• Respond appropriately to feedback• Evaluate effectiveness of one’s actions

Charts # 5-6

Knows….. Has a basic understanding of….. Has an in-depth understanding of……

Is Skilled at……

Declarative Knowledge:Facts, Details, Concepts, Principles

Procedural Knowledge:Skills, Processes

The Nature of Knowledge

ORGANIZINGIDEAS:

ConceptsPrinciples

Generalizations

DETAILS:

EpisodesCause/Effect Sequences

Time Sequences

FactsVocabulary Terms

DECLARATIVE KNOWLEDGE

Terms and Details

Skills and

Processes

Know/HaveBasic Understanding…

Organizing Ideas and

Relationships

Have Basic/In-depthUnderstanding…

Students Are Skilled at/Have Mastered..

(vocabulary, people, facts, places, events, titles, etc.)

TERMS & DETAILS

Know/HaveBasic Understanding…

Chastise means….Mitosis is…..George Washington was….World War II was started…Shakespeare wrote….A symphony is…

Topography and natural resources influence the culture of a region.

Animals have characteristics that are examples of adaptation.

Equations and graphs are both ways of depicting relationships among variables.

ORGANIZING IDEAS &

RELATIONSHIPS

Have Basic/In-depthUnderstanding…

Reading a bar graph

Writing to convey meaning

Reading with comprehension

Adding whole numbers and fractions

Finding absolute location on a map

SKILL & PROCESSE

S

Students Are Skilled at/Have Mastered..

DECLARATIVEKNOWLEDGE

PROCEDURALKNOWLEDGE

ACQUIRING KNOWLEDGE


facts, details,concepts, principles

skillsprocesses

1.Construct Meaning

2. Organize

3. Store

1.Construct Models

2. Shape

3. Internalize

Chart # 2

1. Construct Meaning

2. Organize

3. Store

Link new information to prior knowledge

Identify patterns in the information

Consciously store the information in memory

ConstructMeaning Organize

Store

ACQUIRING Declarative KNOWLEDGE

(facts, details, concepts, principles)


The procedure is actually quite simple. First, you arrange items into different groups. Of course, one pile may be sufficient depending on how much there is to do. If you have to go somewhere else due to a lack of facilities, that is the next step; otherwise, you are pretty well set. It is important not to overdo things. That is, it is better to do too few things at once than too many. In the short run, this may not seem important, but complications can easily arise. A mistake can be expensive as well. At first, the whole procedure will seem complicated. Soon, however, it will become just another facet of life. It is difficult to foresee any end to the necessity for this task in the immediate future, but then, one never can tell.

After the procedure is complete, you arrange the materials into different groups again. Then you can put them into their appropriate places. Eventually, they will be used again, and the whole cycle will then have to be repeated. However, that is part of life.

1. Construct a Model

2. Shape

3. Internalize

Envision the steps of the process

Modify, adapt, and increase understanding of the process

Practice to achieve automaticity and fluency

ConstructA Model

Shape Internalize

ACQUIRING Procedural KNOWLEDGE

(skills, processes)


Make new connections

Discover or rediscover meanings

Gain new insights

Clarify misconceptions

MEANS ENDS

What are some

research-based

strategies?

Why am I using a

particular research-

based strategy?

WHAT can I do? WHY would I do it?

Identifying similarities and differences

Summarizing and note taking

Reinforcing effort and providing recognition

Homework and practice

Nonlinguistic representations

Cooperative learning

Setting objectives and providing feedback

Generating and testing hypotheses

Cues, questions, and advance organizers

Habits of Mind



Meaningfully


Instructional Strategies & the Systems of Learning

Student Motivatio

n

Reinforcing Effort & Providing Recogniti

on

Let’s explore: What is the basis for YOUR motivation . . .

or . . . uh . . . lack of motivation!

What are the conditions

that need to exist for you

to be highly motivated….

“ in the zone”?

Cue Question:

CONDITIONS THAT NEED TO EXISTFOR ME TO BE HIGHLY MOTIVATED……IN THE ZONE!

The task needs to be meaningful to mePassion for it….emotional connection to itClearly defined….expectationsYet…wiggle room for me to be creativeFeel like it will make a difference to…..Challenging…..but (see below)Need to feel I can do itRested….etc.Atta’ girl….recognized…..”rewarded”Feel success along the wayHave the resources….Help/support along the wayPeople: like/respect them; same sparkPeople: sometimes NOT!

1. SUPPORT – RESOURCES

CONDITIONS THAT NEED TO EXIST FOR ME TO BE HIGHLY MOTIVATED

2. INTEREST – CONNECTION

3. VALUE – PURPOSE - WORTHWHILE

4. CLEAR EXPECTATIONS

5. COMPETENCE - CONFIDENCE

6. INCREMENTAL SUCCESSES

7. RECOGNITION – ATTA GIRL’S

8. CHALLENGING

9. CHOICE – WIGGLE ROOM – CREATIVE COMPONENT

1. I lack SUPPORT or RESOURCES.

2. The task or topic is not INTERESTING to me.

3. I do not see the VALUE or PURPOSE of the task….I do not see how it will be WORTHWHILE for me or others.

4. I am not CLEAR on what is EXPECTED of me.

5. I do not feel I have the COMPETENCE to do the task….I lack CONFIDENCE that I will be successful.

6. I have not met with INCREMENTAL SUCCESS……my experiences have been mostly with failing.

7. I receive no RECOGNITION or ATTA’ GIRL’s….from people who are significant to me.

8. The task is too CHALLENGING or NOT CHALLENGING to me.

9. The task has no creative component….I have no CHOICES, no options, no “WIGGLE ROOM”

CONDITIONS THAT NEED TO EXIST FOR ME TO BE TOTALLY UNMOTIVATED

Motivation: The CONDITIONS

Connections Choice Competence Challenge

Motivation: The Wrong Question

How do I motivate my own children? My students? My workers? My staff?

Underlying Goal/Assumption:

To motivate (manipulate) people to do what I want them to do.

Motivation: The Correct Question

How do I set up the conditions so that my own children…my students…my staff will be self-motivated?

Underlying Goal/Assumption:

To motivate (support) people in achieving a goal

The Headline is:

Motivated Students Learn!

The link between student motivation and achievement is straightforward:

If students are motivated to learn the content in a given subject, their achievement in that subject will most likely be good. If students are not motivated to learn the content, their achievement will likely be limited.

Essential Questions

What is motivation?

What contributes to a person’s motivation?

Some Assumptions

Educators should have an advanced understanding of motivational theory and practices.

Schools/teachers play a role in motivating or de-motivating students.

The MISSION of EDUCATION

To develop…encourage in young people the will to learn and to continue learning over a lifetime.










Summarizing &Note-Taking

Note Taking

Generalizations from the research:

1. Verbatim note-taking is, perhaps, the least effective technique.

2. Notes should be considered a work in progress.

3. Notes should be used as study guides for tests.

4. The more notes that are taken, the better.

NOTETAKING

FORMATS FOR TAKING NOTES

INFORMAL OUTLINE

WEB

COMBINATION NOTES

Note Taking

Combination Technique

Summary: Senses have nerve endings that send messages to the brain.

We get information about our world from our senses:

Touch-nerve endings-Send messages to brain: pressure, pain, heat/cold

Sight- light passes through cornea, lens, hits retina, then to the brain

BrainBrain

light

Brain

Brain

Senses

Touch

Sight

Cold/hot

pain

pressure

cornea pupil

lens retina

Take Notes Use a graphic representation to organize the information

Write a summary statement for the notes

NOTETAKING

RECOMMENDATIONS FOR CLASSROOM PRACTICE

• Teach students a variety of note-taking strategies.

• Give students teacher-prepared notes.

• Remind students to review their notes.

Summarizing


1. To effectively summarize, students must delete some information, substitute some information, and keep some information.

2. To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level.

3. Being aware of the explicit structure of information is an aid to summarizing.

Applying Non-Linguistic Representations

to

Summarizing and Note-Taking

Plant Reproduction

Plants and animals have life cycles—growth, reproduction, and death.

Reproduction can happen with seeds or without; when there are no seeds,there are spores. With seeds—conifers, and flowering plants.

Conifers have 2 cones, male contains pollen; female has ovules. When the pollen fertilizes the ovules, they become seeds.

Seeds have a new plant embryo.

Summary:

Female Cone

Without seeds; with spores

With seeds

Conifers Flowering plants

Death

Growth

Reproduction

Circle of

Life

Plant Reproduction

Male Cone

pollen

pollen ovuleseed

SUMMARIZING

RECOMMENDATIONS

FOR CLASSROOM PRACTICE

• Teach students the rule-based summarizing strategy.

• Teach students how to summarize using summary frames.

• Teach students reciprocal teaching and the group-enhanced strategy.

SUMMARIZING

STEPS IN RULE-BASED SUMMARY

1. Delete trivial material that is unnecessary to understanding.

2. Delete redundant material.

3. Substitute subordinate terms for more specific terms (e.g. use fish for rainbow trout, salmon, and halibut).

4. Select a topic sentence or invent one if it is missing.

Summarizing

Types of Summary Frames

• The Narrative Frame

• The Topic-Restriction-Illustration Frame

• The Definition Frame

• The Argumentation Frame

• The Problem-Solving Frame

• The Conversation Frame

A summary frame is a series of questions that the teacher provides to students. These questions are designed to highlight the critical elements for specific types of information.

Organizational Pattern: Generalization/Principle Pattern Graphic Organizer

Generalization/Principle PatternVideo and computer games can enhance student learning.

The amount of time they spend playing

taking in information more quickly (at “twitchspeed”),

learning the games provide

Conclusion Appendix p31










Similarities & Differences

ComparingDo you want to determine how certain things are similar and different?

ClassifyingDo you want to organize things into groups? Do you want to identify the rules or characteristics that have been used to form groups?

AbstractingDo you see a relationship that no one else has seen? What is the abstract pattern or theme that is at the heart of the relationship?

Inductive

Reasoning

Are there specific rules you see operating here? Are there things that you know must happen?

Stimulus Questionsto Help You Choose Reasoning Process

Deductive

Reasoning

Are there errors in reasoning you want to describe? Are there errors being performed in a process

Error

Analysis

Are there errors in reasoning you want to describe? Are there errors being performed in a process?

Constructing

Support

Is there a position you want to defend on a particular issue?

Analyzing

Perspectives

Are there differing perspectives on an issue you want to explore?


Decision

Making

Is there an important decision that should be studied or made?

Problem

Solving

Do you want to describe how some obstacle can be overcome?

InventionIs there something you want to improve upon? Is there something new you want to create?

Investigation

Is there some new idea or new theory that should be described in detail?


Historical

Investigation

Is there something that happened in the past that should be studied?

Projective

Investigation

Is there a possible or hypothetical event that should be studied?

Experimental

Inquiry

Is there a prediction you want to make and test out?

Systems

Analysis

Are there parts of a system or the interactions of the parts of a system that could be analyzed?


Identifying Similarities and Differences


1. Giving students with explicit guidance in identifying similarities and differences enhances their understanding of and ability to use knowledge.

2. Asking students to independently identify similarities and differences enhances their understanding of and ability to use knowledge.

3. Using graphic or symbolic forms to represent similarities and differences enhances student understanding of and ability to use knowledge.

4. Can be accomplished in a variety of ways and is a highly robust activity.



1. Comparing

2. Classifying

3. Creating Metaphors

4. Creating Analogies

Identifying Similarities and Differences can be accomplished in a variety of ways:

See definitionson page 17

Comparing

Classifying

Analogy

Metaphor

: :

About Comparison Reasoning

COMPARING

Identifying and describing similarities and differences among items.

A and B are similar because they both

________________

________________

________________

A and B are different because

A is __________, but B is ___________.

A is __________, but B is ___________.

A is __________, but B is ___________.

Fun and Enjoyment are similar because they both

________________.

________________.

________________.

Fun and Enjoyment are different because

Fun is ___, but Enjoyment is ___________.

Fun is____, but Enjoyment is ___________.

Fun is ____, but Enjoyment is ___________.

A win and a victory are similar because they both

________________.

________________.

________________.

A win and a victory are different because

Win is ___, but Victory is __________.

Win is ___,but Victory is ________.

Win is ___,but Victory is ________.

Fractions and Decimals are similar because they both ________________. ________________. ________________.

Fractions and Decimals are different because

Fractions __, but Decimals __.



A monarchy and a dictatorship are similar because they both ________________. ________________. ________________.

A monarchy and a dictatorship are different because

a monarchy___, but a dictatorship____.



2. Examine the items and decide what characteristics would lead to an interesting comparison.

The STEPS to Comparison Reasoning

1. Identify what you are comparing and decide on a format to organize your information and guide your thinking.

3. For each characteristic, explain how the items are similar and different.

4. Re-examine your information, and state what you learned or thought about by doing this comparison.

1. Identify what you are comparing and decide on a format to organize your information and guide your thinking.

Tip: If you only have two items, you might want to use a Venn diagram to organize your information.

If you are comparing more than two items, you will probably have better luck with a matrix.


2. Examine the items and decide what characteristics would lead to an interesting comparison.

Tip: The quality of the characteristics will influence the learning that results from the comparison.

Try several different characteristics before deciding which characteristics will help you learn---will help you discover a new distinction, come to a conclusion, gain a new understanding, validate a hunch, relearn an important lesson, etc.


Compare these cities:

Chicago

San Diego

Denver


Food eaten during frontier days

Food eaten today

Easy to see that items are very different for this characteristic…

Characteristic 1________________

Characteristic 2________________

…and very similar for this characteristic.

Attack on Pearl Harbor

Attack on World Trade Center

Characteristic _______________

Attack on Pearl Harbor

Attack on World Trade Center

Motivation of attackers

Characteristic _______________Effect on Americans

Characteristic _______________

Food eaten during frontier days

Food eaten today

VarietyPreservativesPreparation

Item 1 Item 2 Item 3

Characteristic 1

Similarities and Differences

Characteristic 2


Characteristic 3


Characteristic 4


Characteristic 2:Similarities and Differences.




For characteristics 1, Item 1 and Item 2 and are mainly similar. They both……

Food eaten Frontier Days

Food eaten today

Item 3

Characteristic 1


Characteristic 2


Characteristic 3


Characteristic 4


Example from Dimensions of Learning, ASCD, 1999

DisneyMovies

Bellein

Beauty & the Beast

Jasminein

Aladdin

Arielin

Little Mermaid

Family Background

•Poor•Daughter of inventor•No mother

•Rich•Daughter of ruler•No mother

•Rich•Daughter of king•No mother

Personality

Traits

•Reading/staying home•Opinionated•Obeys dad

•Likes adventures•Opinionated•Disobeys father

•Likes adventures•Opinionated•Disobeys father

Ending

•Marries the prince•Father lives with her

•Marries Prince

Al.adin• Father lives w/her

•Marries the prince•Lives w/o

father

Her Enemy

•Gaston:wanted to

marry her• Prince saves her

•Sorcerer:wanted

to marry her•Aladdin saves her

•Sea witch: wanted

to destroy dad• Prince saves her




All similar in that no mother in story; Jasmine and Ariel were similar because they were rich with father as ruler; Belle was different from them -- was poor and father was inventor

Learning Reasoning Processes(e.g., Comparing, Classifying)

Three Phases of learning a skill or process (Procedural Knowledge):


2. Shape

3. Internalize

Develop a rough model of the steps of the process

Modify, adapt, and increase understanding of the process

Practice to achieve automaticity and fluency

Learning Reasoning Processes(e.g., Comparing, Classifying)

Time Involved in Learning a Process


2. Shape

3. Internalize

About Classifying Reasoning


Classifying

Blue Purple Red Yellow

The STEPS to Classifying Reasoning

1. Identify the items you want to classify.2. Select what seems to be an important item and identify

other items like it based on their attributes.3. State the rule that describes membership in this category.4. Select another item and identify others that are like it.5. State the rule that describes membership in this category.6. Repeat the previous two steps until all items are classified

and each category has a rule that describes it.7. If necessary, combine categories or split them into smaller

categories and state the rules for those categories.

Grouping items into definable categories on the basis of their attributes


Graphic Organizer for Classifying

Categories


Graphic Organizer for Classifying

About Abstract Reasoning

Analogy

Metaphor

: :


Unfortunately, the QWERT arrangement slows typing, encourages errors, and causes greater fatigue than another arrangement devised by August Dvorak in 1930, which has proved in several tests to be much faster and more accurate than QWERT. Millions of people have learned the QWERT keyboard, however, and it is being taught to students in schools right now. So it seems that we will continue to live with this 19th century mistake.

The STEPS to Abstract Reasoning

Identifying a general or basic pattern in a specific topic and then finding another topic that appears to be quite different but that has the same general pattern

1. Identify what is considered important or basic to the information or situation with which you are working.

2. Write that basic information in a more general form by replacing words referring to specific things with words referring to more general things, and by summarizing information whenever possible.

3. Find new information or a situation to which the general pattern applies.


THE EMPEROR’S NEW CLOTHES

There once was an emperor who loved new clothes. One day two swindlers convinced him that they could make him very special clothes that would be invisible to anyone foolish or unfit for office. The emperor placed an order immediately, thinking that he would now be able to distinguish wise men from foolish men. As the swindlers set up their looms and began to work, many people stopped to see the fabric they were weaving. Each person, afraid to admit that they could see no fabric, raved about the beautiful color and texture.

(continued on next slide)

Identifying Similarities and Differences Finally, one morning the clothes were ready. The swindlers presented them to the emperor and pretended to dress him and put imaginary final touches on each piece. The emperor, staring at himself naked in the mirror, agreed that they were the finest clothes he’d ever seen. The emperor’s subjects had gathered from far and wide to view the new clothes they had all heard so much about. As the emperor marched through the streets, people talked of how beautiful the clothes were. Then, a little boy, not knowing that he would seem foolish if he could not see the clothes, shouted out, “The Emperor has nothing on!” Soon, everyone joined in, “the Emperor is naked!” The Emperor now felt foolish, but he held his head high & tried to maintain his dignity. The crowd laughed & laughed.

Specific/Literal General/Abstract Specific/LiteralA vain emperor was convinced by swindlers that they could make him special clothes that would be invisible to anyone foolish or unfit for office.

A person in power with a flaw or an obsession is taken advantage of by someone who promises something unrealistic.

People raved about the color & texture of the fabric, afraid to admit they could see nothing.

Other people see that what was delivered is not what was promised but are afraid to speak out.

When the clothes were ready, the naked emperor paraded through the streets to show off his new clothes.

The person in power, because of his flaw or obsession, refuses to acknowledge the reality of the situation.

A little boy shouted, “The emperor has nothing on!”

An innocent person exposes the truth.

Specific/Literal General/Abstract1. C.L. Sholes invented a keyboard, QWERT, that would slow down typists, thus solving the problem of the keys sticking

1. Someone invented or created something to address an issue or problem.

2. Typewriter keys stopped sticking.

2. The issue or problem went away.

3. Another keyboard was invented that was shown to be superior than QWERT.

3. Something else was invented that was shown to be superior to the original.

4. QWERT is still used despite the fact that keys no longer stick and another keyboard configuration was shown to be better.

4. The original invention is still used or accepted even though the issue or problem is no longer present & something new is shown better.

Specific/Literal General/AbstractA vain emperor was convinced by swindlers that they could make him special clothes that would be invisible to anyone foolish or unfit for office.

A person in power with a flaw or an obsession is taken advantage of by someone who promises something unrealistic.

People raved about the color & texture of the fabric, afraid to admit they could see nothing.

Other people see that what was delivered is not what was promised but are afraid to speak out.

When the clothes were ready, the naked emperor paraded through the streets to show off his new clothes.

The person in power, because of his flaw or obsession, refuses to acknowledge the reality of situation

Boy says, “Emperor has nothing on

Innocent person exposes the truth.

Even though everyone laughed at the emperor, he continued to pretend that he had on clothes

All other people speak out, but the person in power still refuses to acknowledge the truth.

RUBRICs

Scoring Guides that explain levels of performance

Potentially, they focus students on “the learning”

Use in conjunction with checklists, when appropriate

When assessing students’ DEPTH of understanding. as they apply information and ideas in novel situations…

4 The student demonstrates a thorough, in-depth understanding all of the important aspects of the information and ideas;is able to see distinctions or make connections that are subtle; can use the information in novel situations to generate unique ideas and conclusions related those situations.

Specific examples from this assignment:

3 The students demonstrates a solid, accurate understanding of the important aspects of the information and ideas; can accurately and appropriately use the information in novel situations in order to generate ideas and conclusions related to those situations.


2 The student demonstrates a limited, understanding of the important aspects of the information and ideas; some aspects are missing or, as the student uses the information and ideas, there are some misconceptions.


1 The student demonstrates a significantly limited understanding of the important aspects of the information and ideas;is unable to use the information in novel situations or, when an attempt is made, there are significant gaps or misconceptions.


Making a Sandwich Another Way to Say It Writing a Paragraph

What are you hungry for?

What kind of bread?

What will I put in the sandwich that will make it tasty?

Shall I add something to make it better? Pickles? Mustard? Banana slices?

What is my goal?

What will hold it together:

What will go in the middle that will all go together?

How can I make it even better?

What is the topic or purpose of the paragraph?

What will be my first and last sentences?

What sentences do I need to help the topic of my paragraph?

What can I do to make it more interesting or easier to understand? Adjectives? Another detail?

Using A Graphic Organizer to Create a Metaphor

frog

bean plant

i saw that a frog and a bean plant – how they are alikeThey grow the same but are difrintThey start out little things and grow bigger and bigger

I saw that a frog and a bean plant are the same Because a seed helps a plant grow and the egg helps the frog growI saw that a frog and a bean plant are the same in some waysThey both have something like a seed and an eggThey have babies – teenagers - adults


TYPES OF RELATIONSHIPSCOMMON TO ANALOGIES

Similar Concepts

Dissimilar Concepts

Class Membership

Class Name or Class Member

Part to Whole

Change

Function

Quantity/Size

ABSTRACTING

EXAMPLES…..WITH CONTENT…..AND FOR FUN!

• She was a grizzly bear in the morning.

• He is walking on thin ice.

• A cell is a factory.

• A DNA molecule is a ladder.

• Heart to a force pump.

• Kidney to a water filter.

• Eye to a camera.

• My brother is a tyrant.!

• Disease is ________________

• The brain is _____________

• The Great Wall of China is ___________

• Sedimentary rock is _________________


Graphic Organizer for the Abstract Reasoningin Analogies

thermometer temperature

odometer distance

is to

is toas

Relationship: Measure incremental changes in something


Graphic Organizer for the Abstract Reasoningin Analogies

is to

is to

as

Relationship:

COMPARISON

CLASSIFICATION

METAPHORS

RECOMMENDATIONS FORCLASSROOM PRACTICE

1. Give students a model for the process.

2. Use familiar content to teach students the steps for comparing.

3. Give students graphic organizers for comparing.

4. Guide students as needed.

What do this research and these recommendations mean for the classroom teacher?

When I assign identifying similarities and differences, to what extent do I believe that my students

Not at all To a great extent

1 2 3 4

Understand the concepts of comparing, classifying, and abstracting

Know the steps to doing the reasoning process

Makes new connections, discovers or rediscovers meanings, gain new insights regarding the content as a result of apply it with the complex reasoning process?

RON EDMONDS, Effective Schools Research

We can,whenever and wherever we choose,

successfully teach all childrenwhose schooling is of interest to us.

We already know more thanwe need to do that.

Whether or not we do itmust finally depend on

how we feel about the factthat we haven’t so far.

In which order do these need to happen?

Student achievement increases.

Teachers change their beliefs about students and

learning.

Teachers try new strategies.

SOURCE: Tom Guskey, University of Kentucky

The research and theory strongly suggest that teaching vocabulary is synonymous with teaching background knowledge.

Using Nonlinguistic Representations


1. A variety of activities produce nonlinguistic representations.

- Creating graphic representations

- Making physical models

- Generating mental pictures

- Drawing pictures and pictographs

- Engaging in kinesthetic activity

2. Nonlinguistic representations should elaborate on knowledge.


Graphic Organizers

Cause and Effect Pattern Generalization/PrinciplePattern

EFFECT

Generalization Principle

Example

Example

Example


Graphic Organizers

Episode Pattern Concept Pattern

EPISODE

PersonPerson

Person

Cause Effect

Duration

Time

Place

CONCEPT

Characteristic

CharacteristicCharacteristic

example

example

example

example

example

example

example

Sensory Memory

Permanent Memory

Working Memory

Sensory Memory

Permanent Memory

Working Memory

New Information

New Information

Background Knowledge

Sensory Memory

PermanentMemory


BackgroundKnowledge

BackgroundKnowledge

Working Memory

NewInformaiton

Sensory Memory

PermanentMemory


Working Memory

BackgroundKnowledge

NewInformation

213 4

65

7

8 9

11

10

12

13

Maybe, we should write that spot down!

“This ought to do me some goodif it doesn’t kill me!”

we believe: 1. students learn in different ways. 2. students learn in different time frames. the...

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