Mind Mapping Draw a circle in the center of your paper. Write CITW and WWIS in the circle. As you listen to the review, connect ideas to the center of.

Mind Mapping

• Draw a circle in the center of your paper.

Write CITW and WWIS in the circle.• As you listen to the review, connect ideas to

the center of the web. You may want to put main ideas in bubbles, and subordinating ideas on lines connected to the bubble.

• At the end of the review, go over the mind map you created to help you recall the key ideas from the October meeting.

Learning Goals- Participants will gain an understanding of:

1.factors that research indicate can have a significant influence on student achievement

2.the research recommendations for implementing these factors

3.instructional strategies for increasing student learning

4.leadership for increasing student achievement

Learning Goals- Participants will gain an understanding of:

1.factors that research indicate can have a significant influence on student achievement

2.the research recommendations for implementing these factors

3.instructional strategies for increasing student learning

4.leadership for increasing student achievement

1) The content considered essential for all students versus the content considered supplemental has been identified and communicated to teachers.

2) The amount of essential content that has been identified can be addressed in the instructional time available to teachers.

1 >>>>>>2>>>>>>>3>>>>>>4

Not at all To a great extent

1.Guaranteed and

Viable Curriculum

3) The essential content is organized and sequenced in a way that students have ample opportunity to learn it.

4) Someone checks to ensure that teachers address the essential content.

5) The instructional time available to teachers is protected by minimizing interruptions and scheduled non-instructional activities.

1.Guaranteed and

Viable Curriculum

1 >>>>>>2>>>>>>>3>>>>>>4

Not at all To a great extent

2. Challenging Goals and

Effective Feedback

1 >>>>>>2>>>>>>>3>>>>>>4 Not at all To a great extent

1)An assessment system is used that provides for timely feedback (e.g., at least every nine weeks) on specific knowledge and skills for individual students.

2)Specific achievement goals are set for the school as a whole.

3)Specific achievement goals are set for individual students.

4)Performance on school-wide and individual student goals is used to plan for future actions.

2. Challenging Goals and

Effective Feedback

1 >>>>>>2>>>>>>>3>>>>>>4 Not at all To a great extent

Factors Influencing Achievement

Student

9. Home Environment

10. Learned Intelligence/ Background Knowledge

11. Motivation

10. Learned Intelligence/ Background Knowledge

Examples of cooperative learning

Reciprocal TeachingJigsaw

Think-Pair-ShareThree Step Interview

Round Robin BrainstormingThree Minute Review

Numbered HeadsTeam Pair SoloCircle the Sage

Appendix pp 16 - 22

Jigsaw: groups of 4, pick 2 strategies you can use with your unit (BK or new content), share with partners

Setting ObjectivesSetting Objectives

Setting Objectives and Providing Feedback

1. Feedback should be “corrective” in nature.

2. Feedback should be timely.

3. Feedback should be specific to a criterion.

4. Students can effectively provide their own feedback.

Generalizations from research on

Providing Feedback

Homework and PracticeHomework and Practice

Homework

Generalizations from Research on Homework:

1. The amount of homework assigned to students should be different from elementary to high school.

2. Parent involvement in homework should be kept to a minimum.

3. The purpose of homework should be identified and articulated.

4. If homework is assigned, is should be commented on.

and Practice

WHAT WERE SOME OF THE SUCCESSES/CHALLENGES YOU ENCOUNTERED WHEN YOU BEGAN TO WORK WITH THESE STRATEGIES IN YOUR CLASSROOMS?

WHAT QUESTIONS/CLARIFICATIONS DO YOU HAVE ABOUT ANY OF THE STRATEGIES YOU TRIED TO IMPLEMENT?

Factors Influencing Achievement

Student

9. Home Environment

10. Learned Intelligence/ Background Knowledge

11. Motivation

10. Learned Intelligence/ Background Knowledge

Direct Approaches to enhancing Background Knowledge

• Field Trips – San Diego Maritime Museum• Travel – Semester at Sea• Foreign Exchange Students• Athletic Events/Camps• Cultural Events/Camps• Big Brother Programs• K N O L L S – Outdoor Wilderness

Experiences• Apprenticeships

Indirect approaches to enhancing Background

Knowledge:

Wide Reading

Direct Vocabulary Instruction

Wide Reading (SSR)Key Considerations

• 2-3 days per week….over time (1 year minimum)

• 20 minutes per day• Provide a variety of high interest books• Provide opportunities for students to

read, write and talk to each other about what they read

Effective Vocabulary Instruction to Build Background Knowledge

1. Effective vocabulary instruction does not rely on definitions.

2. Students must represent their knowledge of terms in linguistic and nonlinguistic ways.

3. Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures.

4. Teaching words parts enhances students’ understanding of terms.

5. Different types of terms require different types of instruction.

6. Students should discuss the terms they are learning.

7. Students should play with words.

8. Instruction should focus on terms that have a high probability of enhancing academic success.

Defining Academic

Vocabulary

Defining Essential Vocabulary(1-2-3)Criteria

• “1”- The term, phrase or concept is critical for students to know. They have:

A high probability of enhancing academic success A high probability of association with life skills A high probability of being assessed on district and state tests.• “2”- The term, phrase, concept is useful but not critical

(lacks one of the three criteria).• “3”- The term ,phrase, concept is interesting, but not

critical (lacks more than one of the three criteria).

Using a Research-Based Process

to Teach Academic Vocabulary

Nonlinguistic Representations

Generalizations from research on Nonlinguistic Representations:

1. A variety of activities produce nonlinguistic representations.

2. Nonlinguistic representations should elaborate on knowledge.

creating graphic representations,

making physical models,

generating mental pictures,

drawing pictures and pictographs

engaging in kinesthetic activities

Indirect Approach:

Direct Vocabulary Instruction

Using Nonlinguistic techniques

Learning affixes and roots

Using the 6 step process

Affixes and Roots

White, Sowell, Yanagihara (1989)

Study of American Heritage Word Frequency Book (Carroll, Davies, Richmond, 1971)

Using this list of high frequency words:

Prefixes:

Un- alone accounts for 26% of the prefixed words.

Un-, re-, and in- (not) account for 51% of the total.

Un-, re-, in-, and dis- account for 58% of the total.

Suffixes:

-s, -es, ing, account for 65% of suffixed words.

Just 10 suffixes account for 85% of suffixed words-- -s, -es, -ing, -ly, -er, -ion, -able, -al, -y, -ness

White, Sowell, Yanagihara (1989)

Study of American Heritage Word Frequency Book (Carroll, Davies, Richmond, 1971)

Using this list of high frequency words:

Roots:

No usable study has identified the most frequent or the most useful roots.

Some Greek roots that might be included in science instruction?

ast star astronomy

cycl circle, ring cycle, cyclone

meter measure thermometer, barometer

phon sound symphony, telephone

scop see microscope, periscope

therm heat thermometer, thermal

Using a Research-Based Process

to Teach Academic Vocabulary

Step 1: Provide a description, explanation, or example of the new term.

Step 2: Ask students to restate the description, explanation, or example in their own words.

Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.

Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

Step 5: Periodically ask students to discuss the terms with one another..

Step 6: Involve students periodically in games that allow them to play with terms.

A Six-Step Process for Teaching New Terms

Step 1: Provide a description, explanation, or example of the new term.

Step 2: Ask students to restate the description, explanation, or example in their own words.

Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.

Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

Step 5: Periodically ask students to discuss the terms with one another..

Step 6: Involve students periodically in games that allow them to play with terms.

A Six-Step Process for Teaching New Terms

Step 2: Ask students to restate the description, explanation, or example in their own words.

Step 1: Provide a description, explanation, or example of the new term.

Step 2: Ask students to restate the description, explanation, or example in their own words.

Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.

Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

Step 5: Periodically ask students to discuss the terms with one another..

Step 6: Involve students periodically in games that allow them to play with terms.

A Six-Step Process for Teaching New Terms

Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.

Step 1: Provide a description, explanation, or example of the new term.

Step 2: Ask students to restate the description, explanation, or example in their own words.

Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.

Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

Step 5: Periodically ask students to discuss the terms with one another.

Step 6: Involve students periodically in games that allow them to play with terms.

A Six-Step Process for Teaching New Terms

Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

A Six-Step Process for Teaching New Terms

Examples:

Free Association

Identifying similarities and differences

Concept Attainment

Free Association

Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

A Six-Step Process for Teaching New Terms

Free Association Rules

• Students work in groups of 2-4• Teacher says the term or phrase• First student calls out any word(s) that are related to the

term that first come to mind• Next student says a related word or term that either

describes the original term or is related to the second related term

• Game continues until teacher says”STOP”• Last student describes relationship of the last term to the

original first term. Share these around the room.• Record new, broadened connections in vocabulary

notebooks

Concept Attainment

Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

A Six-Step Process for Teaching New Terms

Comparing terms

• Sentence Stems

• Venn Diagrams

•Matrix

Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

A Six-Step Process for Teaching New Terms

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 ________.

Food eaten during frontier days

Food eaten today

Food eaten Frontier Days

Food eaten today

Food eaten on the Space Shuttle

Preservatives

Similarities and Differences

Preservation

Similarities and Differences

Variety

Similarities and Differences

Characteristic 4

Similarities and Differences

Step 5: Periodically ask students to discuss the terms with one another.

A Six-Step Process for Teaching New Terms

Think, Pair, Share

Step 6: Involve students periodically in games that allow them to play with terms.

A Six-Step Process for Teaching New Terms

What is the Question?

Vocabulary Charades

Name That Category

Draw Me

Talk a Mile a Minute

Managing a Vocabulary ProgramKey Considerations

• Managing the Student Notebook

• Managing terms that are related to ones taught

• Managing TIME for direct vocabulary instruction

Figure 3.4Scale for Self-Evaluation of Knowledge of Terms

Knowledge Level

Description

Level 4I understand even more about the term than I was taught.

Level 3I understand the term and I’m not confused about any part of what it means.

Level 2I’m a little uncertain about what the term means, but I have a general idea.

Level 1I’m very uncertain about the term. I really don’t understand what it means.

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

D. What will be done to help

students

continue to learn the new

content?

Identifying Similarities and DifferencesIdentifying Similarities and Differences

cComparing

Classifying

Analogy

Metaphor

: : ?

Identifying Similarities and Differences

Generalizations from research on Identifying

Similarities and Differences

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

2. Having students independently identify similarities and differences enhances students’ understanding of and ability to use knowledge.

3. Representing similarities and differences in graphic and symbolic form enhances students’ understanding of and ability to use knowledge.

4. Identification of similarities and differences can be accomplished in a variety of ways.

(Comparing, Classifying, Analogy, Metaphor)

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 ___________.

(App. 42.4)

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

Comparing

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.

Food eaten during frontier days vs food eaten today

Frontier days Today Raise, grow, Could Buy at store

hunt raise, Raise, grow

grow or hunt

Limited storage and hunt Storage/preservation

preservation long term, variety

Limited variety All food Wide variety

groups

(App. 43) Item 1 Item 2 Item 3

Characteristic 1

Similarities and Differences

Characteristic 2

Similarities and Differences

Characteristic 3

Similarities and Differences

Characteristic 4

(Appendix p. 39)

Similarities and Differences

Food eaten Frontier Days

Food eaten today

Food eaten on the Space Shuttle

Preservatives

Similarities and Differences

Preservation

Similarities and Differences

Variety

Similarities and Differences

Characteristic 4

Similarities and Differences

Comparing

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

4. Change the characteristics and repeat steps 1-3. Ask “What new insights did the change of characteristics give you?”

Characteristic ________________

Food eaten during frontier days

Food eaten today

Variety

The variety of food today and in past is very different. The food in past was mainly what was grown and what was hunted in the region where a person lived. Today we have food from all over the world. In addition, the number of recipes available to us and the prepared foods we can now buy contributes to major variety we enjoy today, not present in frontier days.

c

Classifying

1. Born, Raised, or spent most of your life in Boise

2. Born, Raised, or spent most of your life W. of Mississippi, but not in Boise

3. Born, Raised, or spent most of your life E. of Mississippi

4. Born, Raised, or spent most of your life out of the US

Identifying Similarities and Differences

Steps for Classifying

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

ANALOGIESCreating analogies is the process of

identifying relationships between pairs of concepts-in other words, identifying relationships between relationships.

Like metaphors, analogies help us to see how seemingly dissimilar things are

similar, increasing our understanding of new information.

Identifying Similarities and Differences

TYPES OF RELATIONSHIPSCOMMON TO ANALOGIES

Similar Concepts

Dissimilar Concepts

Class Membership

Class Name or Class Member

Part to Whole

Change

Function

Quantity/Size

The process of identifying and articulating the underlying theme or general pattern of information.

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

• summarizing information whenever possible.

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

1.1. Step 1 of the process-identifying the important or basic Step 1 of the process-identifying the important or basic literal information-is often the most challenging for literal information-is often the most challenging for students. They will need many opportunities to practice students. They will need many opportunities to practice this step.this step.

2.2. Students often have questions about how general Students often have questions about how general language in the abstract pattern should be. The level of language in the abstract pattern should be. The level of generality that’s appropriate depends on the content and generality that’s appropriate depends on the content and purpose of the assignment.purpose of the assignment.

3.3. As students apply a general pattern to new specifics and As students apply a general pattern to new specifics and identify the obvious connections, encourage them to make identify the obvious connections, encourage them to make connections that are less obvious and more interesting.connections that are less obvious and more interesting.

Steps to teaching analogies:

1. Present students with structured examples of analogies.For example, a teacher might introduce the format for analogies by providing students with content-area examples like the following:

Thermometer is to temperature

as

Odometer is to mileage

Or

Willy Loman is to tragedy as Falstaff is to comedy

Ask students to explain how the the relationship between A and B is similar to that between C and D.

2. Present students with open-ended analogies.

For example, provide students with an incomplete analogy like the one below;

Evaporation:water

As

Condensation: ( )

3. Present students with a graphic organizer for analogies:

For example:

is to

Relationship:_____________

As is to

4. Present students with analogy problems.

For example:

Accelerate:Decelerate::Amicable:___________

A. Friendly

B. Cooperative

C. Hostile

D. Enemy

COMMON ANALOGY RELATIONSHIPS

Similar Concepts

Adjacent concepts are synonyms or similar in meaning. Rumor:gossip::energize:__________

demoralize

support

invigorate

Dissimilar Concepts

Adjacent concepts are antonyms or dissimilar in meaning. Happy:sad::tall:________

short

long

high

COMMON ANALOGY RELATIONSHIPS

Class Membership

Adjacent concepts belong to the same class or category.

Otter:turtle::red:_________

cat

purple

mood

Class Name and Class Member

One element in a set is a class name, the other is a member of the class

Ballpoint:pen::beetle:_______

plant

winter

insect

Part to Whole

One element in a set is a part of the other element in the set.

blade:fan::sleeve:__________

pants

shirt

arm

Change

One element in a set turns into the other element.

Maggot:fly::seed:__________

plant

worm

dirt

Function

One element in a set performs a function on or for another.

golfer:club::_____________: student

homework

book

tutor

Quantity/Size

The two elements in the set are comparable in terms of quantity or size. Mountain:anthill::____________:mouse

elephant

ant

gerbil

“Stop asking me if we’re almost there. We’re nomads for crying out loud!”

Exit Cards

• Discussion and Planning:

• What strategies do you plan to implement, revisit

• What are your ideas for sharing strategies with staff, and discussion of next steps at your school