The Learning Activities: Our Organizer….. KITCHEN Where students cook up a product that demonstrates the full scope of their learning. LIBRARY Where we provide Information & ideas thru Lecture, readings, or Viewings. FOYER Where we activate students’ knowledge & arouse student interest to help them anticipate the learning to come PORCH Where students lean back, reflect, generalize, & question what they have learned. WORKSHOP Where students rehearse, practice, & evaluate the progress of their learning Strong & Associates, Thoughtful Education Press 2010
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The Learning Activities: Our Organizer….. KITCHEN Where students cook up a product that demonstrates the full scope of their learning. LIBRARY Where we.
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Transcript
The Learning Activities: Our Organizer…..
KITCHENWhere students cook up
a product that demonstrates the full scope of their learning.
What will I do to help students practice and deepen their
understanding of new knowledge?
Concept Attainment
• Make a T-chart• Using the next few slides…– Determine the pictures and statements that best
describe weather; put those numbers under the weather column
– Determine the pictures and statements that best describe climate; put those numbers under the climate column– Justify your choices in each category
What’s Your Rule?
Commit and Toss Strategy• Before Reading• Four students were arguing about the causes of global climate
change. This is what they thought:– Jackson: I don’t think human activity can affect the climate. Too many factors affect
climate, and human impact is insignificant. Climate scientists just want to keep the grant money flowing.
– Dash: I don’t think human activity can affect the climate. Indicators from paleoclimates suggest that there have been several major changes in Earth’s climate. You know “The Ice Age”?!
– Gabe: I think human activity is affecting the global climate. Humans have made unprecedented changes to the Earth in the last 150 years, and these changes are accelerating factors that affect global climate.
– Lydia: I think human activity is affecting the global climate. Look at the extreme weather we have had this past year!
• Write the name of the student you agree with. Explain why you agree.
Commit and Toss Strategy
• Once you have completed your explanation, crumple your paper into a ball and, upon the signal, toss the paper balls around the room until told to stop and hold onto one paper.
• Form groups based on the “student name.”• Form sub-groups based on commonalities found in
the explanations.• Discuss the ideas found in the explanations.
Is human activity a substantialcause of global climate change?
Paper Version
• During Reading• As you read the handout
from ProCon.org, highlight/annotate the most compelling evidence pro human causation and con human causation.
Web Version• During Reading• As you read the information on
the webpage, http://climatechange.procon.org make notes of the most compelling evidence pro human causation and con human causation either on paper or by copying and pasting into a Word document.
• Do the chain notes, commit & toss, and claim & evidence strategies help students practice and deepen their understanding of new knowledge? Why or why not?
• Discuss some ways these strategies might be used in your classroom. Unit?
Agreement Circles
• Before Reading• Form a circle.• If you think weather is more predictable than
climate, step to the center of the circle and face your peers.
• Form small groups of peers who agree and disagree.
• Engage in discussion to defend your thinking.
Which is more predictable:weather or climate?
• During Reading: Sticky Note Strategy• Place a small post-it note at the end of each
paragraph of the “Climate and Weather: The predictability of weather” article.
• Summarize each paragraph on your sticky note. Use 1 or 2 sentences, diagrams, drawings, etc.
Which is more predictable:weather or climate?
• After Reading• Complete the Discussion Web organizer using
your notes and information from other sources for your claim:– Weather is more predictable.– Climate is more predictable.
Strategies DebriefAgreement Circles; Sticky Notes; Discussion Web
• Pair-Share-Repeat– Share with partner– Find a new partner at another table and repeat– 1 min/person
• Do the agreement circles, sticky notes, and discussion web strategies help students practice and deepen their understanding of new knowledge? Why or why not?
• Discuss some ways these strategies might be used in your classroom. Unit?
Question 3 (The Workshop)
What will I do to help students practice and deepen their
understanding of new knowledge?
What’s the Payoff?• Why do we need to help students practice and
process new knowledge?• What benefits would we expect?• What happens if we don’t plan in this way?
• “…students must have opportunities to practice new skills and deepen their understanding of new information. Without this type of extended processing, knowledge that students initially understand might fade and be lost over time.”• From The Art and Science of Teaching, Marzano
•Repetition•Variation•Depth – Harvey Silver
Questions for the Workshop
• How will you build in periodic review and guided practice opportunities to help students master key skills and content?
• How will you use modeling and coaching to help students refine their skills?
• How will you help students deepen their understanding of key content?
• How will you help students self-evaluate their understanding and skills and determine their own levels of understanding?