Lesson Design Day 3 Induction Maureen Gradel Staff Developer Pennsbury School District.

Lesson DesignDay 3 Induction

Maureen GradelStaff Developer

Pennsbury School District

Welcome!

Please… Sign-in for either Act 48 hours or Stipend Find your assigned seat Help yourself to refreshments Catch up with your table group Peruse the provided sponge activities Review pages 1-3 in the Day 3 Workshop

booklet on Lesson Design

Sponge Activities

Better Teaching Tip Calendar

Better Teaching articles

Print and wiki resources

Spring Needs Assessment

Reminders…

The video lesson is due by March 24, 2011. Lessons should be taped and submitted via dvd,

flash drive, or email. NO VHS TAPES!!! Demonstration teacher observations are due by

April 29, 2011. If necessary, sign-up on MLP for the April 25th

Trade Day. Complete and turn-in the Spring Assessment.

Agenda

Welcome/Reminders/Objectives Lesson Design Review/Share Active Participation Checking for Understanding Cooperative Structures Questioning Assignment Closure

Objectives

Participants will be able to… Review lesson design topics Brainstorm ways to check for understanding Create various levels of questioning for

upcoming lessons Examine ways to encourage active

participation Review Cooperative Learning structures

LESSON DESIGN

INPUTGUIDED

PRACTICE

CLOSURE

Lesson Design Review

FATFAT Questions

HOTS Lengthier responses

Skinny Questions

LOTS Brief responses

T-Chart Write the name of the

skill to be practiced and draw a large T underneath.

Title the left side of the T and the right side of the T.

Have students generate and list ideas on each side of the T-Chart.

Send-A-Problem Refer to the Cooperative

Learning job aid provided. Use the index cards and

markers at each table to create FATFAT and skinnyskinny questions about your assigned topic.

2 questions per index card (1 of each kind – fat/skinny) per person.

Be sure to include a verified response to each (once a consensus has been reached).

Table Share

Discuss with your table group the lesson you prepared that focused on Input and Modeling; and incorporated a Graphic Organizer.

How did the students respond to the lesson?

LESSON DESIGN FORMAT

•Anticipatory Set

•Objective

•Purpose

•Input

•Modeling

•Check For Understanding

3 Minute Pause

Find a partner. Assign A to one person and B to the other person.

While watching the video clip, • Person A should list some examples of fat

questions and skinny questions• Person B should identify/list some examples of

ways that this teacher checks for understanding

Formative Assessment Clip –PDE SAS Mathematics

AssignmentBring these results to

Session B for discussion:

Using the provided Reflection Sheet, you are to keep a record of the ways you are…• checking for

understanding

• 10 questions asked and the type (fat/skinny) for each

Check for Understanding

Active Participation• Critical attributes

• Covert vs. overt

• Abuses

• Wait time

Questioning• Bloom’s Taxonomy

• Dignifying responses

Cooperative Structures Monitoring and Adjusting

Come on, you’re the action word………move a little.

Critical Attribute is“Mental Involvement”

CRITERIA1. Consistent involvement

2. Minds of all of the learners

3. Behavior must be on the learning

4. Ultimately must be overt

Think-Pair-Share Think of and script

out (pg. 10) an example of how you use active participation in your classroom.

Share your example/statement with a partner.

Wikispace Assignment #1

Before Session B, go to our wikispace Day 3 page to complete the at- home assignment on Active Participation.

http://pennsburyinductionyear1.wikispaces.com

COVERT / OVERT COMBINATIONS

1. Overt from ONE…….

……covert from ALL.

2. Overt from ALL……..

……..covert from ONE.

3. Overt from ALL……..

……….covert from ALL.

Overt from ONE…..…..covert from ALL

Teacher statement:

“Will you all please think

of the answer to the question, {pause}

and John you answer the question.”

Overt from ALL…..…..covert from ONE

Teacher statement:

“John, step over here

with me, and listen to

the song as the rest of the

class sings it to us.”

Overt from ALL…..…..covert from ALL

Teacher statement:

“Will all of you please

think of the words to

the preamble, and now in

unison, let’s say it

together.”

ABUSES OF ACTIVE PARTICIPATION

Using respondent’s name before asking the question (Jim, name the capital of Minnesota.)

Using a patterned student selection. (Ex: going up and down the rows for answers.)

Prompting the better student, not prompting the poor student with the answer.

Inappropriate wait time (research shows the average to be about one second).

Calling only on volunteers. Calling on the same students regularly. Lack of variety of participation techniques used. Active responses which are irrelevant to the purpose of the

lesson.

WAIT TIME Teacher Statistics

Wait time #1 = 1 second Wait time #2 = .9 seconds On average, 3-10 questions are asked in a

minute Up to 400 questions can be asked in a short

class session Repeats (mimics) every student response 25 % of praise words are very good and

wonderful Rewards indiscriminately Looks for the answer

How to Use Wait Time Wait at least three seconds after asking a question

to let the student begin a response. Wait at least three seconds after any response

before continuing the question or asking a new one.

Avoid verbal signals (positive or negative) when asking questions. Most common…Isn’t it true that…? and Think!

Eliminate mimicry (repeating the response the student just made).

Eliminate verbal rewards (Okay, Good, Correct) and negative sanctions (Yes, but…).

Roundtable Strategy

Refer to the Cooperative Learning job aid.

Materials: one paper, one pen.

Pass the paper around the table, allowing for each group member to list a contribution.

Benefits of Wait Time - Student The length of the students’ responses are increased. The number of freely offered and appropriate student responses,

unsolicited by the teacher, are increased. Failure to respond - I don’t know or no answer are decreased. Inflected responses are decreased, thus students appear more confident

in their answers. The number of speculative responses are increased, thus students

appear to be more willing to think about alternatives explanations. Children work together more at comparing data. Children make more inferences from evidence. The frequency of questions raised by students are increased. The frequency of responses by students who were rated “slow” are

increased.

Benefits of Wait Time - Teacher

• Teachers become more flexible in their responses; more willing to listen to diverse answers and to examine their plausibility.

• Teachers’ questioning patterns become more manageable; questions decreased in number, but showed greater variety and quality.

• There is some evidence that teachers raise their expectations of students who had been rated as relatively “slow.”

Wikispace Assignment #2

Before Session B, go to our wikispace Day 3 page to complete the at-home assignment.

http://pennsburyinductionyear1.wikispaces.com/Day+3+Workshop

4 Steps to Monitor and Adjust

1. Elicit overt behavior.2. Check overt behavior.3. Interpret response.4. Act on interpretation.

a. continueb. practicec. reteachd. quit

Questioning is the heart of teaching. Asking questions is one of the most effective

means of stimulating thinking and learning.

Therefore, the art of questioning should become

a prime goal for all educators.

“Think of this as a TV talk show.

The band and the audience are off-camera,

and you are my guests who’ll answer my questions.”

“He’s at that age

where he asks

TOO many

questions

and

he questions

TOO many

answers.”

QUESTIONING Motivates students. Keeps students on task. Alerts students to the important information in a

lesson/activity/textbook. Involves students actively in their learning. Provides practice on curriculum content. Gives feedback to students on how well they are

learning and what they have to study further. Provides positive reinforcement to students who

answer correctly. Provides diagnostic information about students’

progress.

Student-Generated Questions

How do you encourage student-generated questions in your classroom?

Random Response with Grouping Pencils

Bloom’s Taxonomy

Knowledge Comprehension Application Analysis Synthesis Evaluation

Recall Explain Use Relationships Create Judgements

DIGNIFYING ERRORS

WELL, IT’S NOT EXACTLY WHAT WE ARE LOOKING FOR IN

FIRST GRADE…………………BUT IT SHOWS GOOD WORK.

“There is no such thing as a wrong answer.

However, if there were such a thing,

that certainly would have been it.”

Dignify

Prompt

Redirect

Held AccountableSuccess

STEPS IN DIGNIFYING A RESPONSE

Welcome Back - Session B!

Please… Sign-in for either Act 48 or Stipend Find your seat assignment Help yourself to refreshments Discuss the wikispace assignments with your

table Share and discuss your Reflection Sheet

information with your table

Agenda

Welcome/Reminders/Objectives Lesson Design Review/Share Active Participation Checking for Understanding Cooperative Structures Questioning Assignment Closure

Objectives

Participants will be able to… Review lesson design topics Brainstorm ways to check for understanding Create various levels of questioning for

upcoming lessons Examine ways to encourage active

participation Review Cooperative Learning structures

Don Little

Teaching Chess Step by Step

Dignifying Errors

Find a partner Sit back-to-back Partner A asks Partner B

questions 2-5 and employs any necessary steps to dignifying a response.

Partner B asks Partner A questions 6-9 and employs any necessary steps to dignifying a response.

Questioning Activities

Think Trix Question

Matrix

3 Step Interview

Refer to the Cooperative Learning job aid.

Interview a partner about the Think Trix.

Reverse and now interview about the Question Matrix.

Share as a group, roundrobin style.

What is Cooperative Learning?5 Elements

Positive Interdependence

Face to Face Interaction

Individual Accountability

Social Skills Group Processing

Numbered Heads

Refer to the Cooperative Learning job aid.

Each student in the group should receive a number.

Once the problem is presented, put heads together to come up with the response.

The person whose number is called, responds for the group.

Cooperative Learning Video ClipMiddle School Asteroid Speed Lab

Cooperative Structures

Talk Walk

Take a Talk Walk with a partner. Discuss the various options in the Cooperative Learning job aid. Do you use these already? If so, how?

Assignment

Prepare a full lesson plan using the provided Lesson Planning Template (also found on our Day 3 page of the wikispace).

I will be in to observe this lesson, followed by a conference.

Special focus will be on the use of • Checking for Understanding• Active Participation• Questioning• Cooperative Learning Structures

Inside/Outside Circle

Refer to the Cooperative Learning job aid.

Each student will be handed an index card with a question on one side and a response on the other.

Each student will be assigned to either the inside or the outside circle.

Closure Assignment

Before leaving tonight, go to the Day 3 page of our wikispace and complete the Closure assignment.

www.pennsburyinductionyear1.wikispaces.com