Welcome DQ3: Helping Students Practice and Deepen New Knowledge Please sit three to a table and complete the DQ3 Anticipation Guide.

Welcome

DQ3: Helping Students Practice and Deepen

New Knowledge

Please sit three to a table and complete the

DQ3 Anticipation Guide.

SEMINOLE COUNTY PUBLIC SCHOOLS

Welcome

DQ3: Helping Students Practice and Deepen

New Knowledge

Bev PerraultDonna Hunziker

SEMINOLE COUNTY PUBLIC SCHOOLS

Group Norms

Are Respectful of Other’s Opinions and Listen with an Open Mind; Limit the Use of Electronics for Checking Emails for Breaks; Focus on Instructional Model and not Evaluation Process

Collaborate in Group Work

Take Responsibility for Engaging in Learning and Continuous Growth

It’s Okay to have Fun! Suffering is Optional.

In this session, your Self-Assessment is the

Anticipation Guide

Self-Assessment

Design Question 3

What will I do to help students

effectively practice and deepen new knowledge?

GOAL

The participant will be able to describe and implement effective teaching strategies to help students effectively practice and deepen new knowledge.

Common Language of Instruction

A research based framework that describes and defines teaching. The

common language provides a foundation for professional

conversation.

Marzano’s Key Research Conclusions for Instruction

• Students should clearly understand the purpose of what they are learning and why they are learning the content

• Instruction of key knowledge and skills leads to independent transfer/application

• Effective learning requires students to move toward conceptual understanding

• Effective classrooms are collaborative partnerships and true communities of learning

All Lessons Addressing Content

Include: Providing Clear Learning Goals Tracking Student Progress Celebrating Student Success Establishing Classroom Routines Organizing the Physical Layout of the Classroom

for Learning Lesson Segment: Enacted on the Spot

Procedural Knowledge

• Skills, Strategies and Processes

Declarative Knowledge

•Information•Concepts

Design Question 3:

What will I do to help students practice and deepen their

understanding of new knowledge?

Procedural Practice & Feedback Fluency

Declarative Multiple Exposures

Deepening Understanding

PROCEDURAL AND DECLARATIVE KNOWLEDGE

14. Reviewing Content

The teacher engages students in a brief review of content that highlights the critical information.

Teacher Evidence Teacher begins the lesson with a brief review of content Teacher uses specific strategies to review information

Summary Problem that must be solved using previous information Questions that require a review of content Demonstration Brief practice test or exercise

Student Evidence When asked, students can describe the previous content on which new lesson is

based Student responses to class activities indicate that they recall previous content

14. Reviewing ContentFold a sheet of paper in thirds and record the Lesson Segment at the top of each rectangle and any Design Questions and information that would be under the Lesson Segment

17. Examining Similarities and Differences 

When the content is informational, the teacher helps students deepen their knowledge by examining similarities and differences.  

Teacher Evidence Teacher engages students in activities that require students to

examine similarities and differences between content Comparison activities Classifying activities Analogy activities Metaphor activities

Teacher facilitates the use of these activities to help students deepen their understanding of content Ask students to summarize what they have learned from the

activity Ask students to explain how the activity has added to their

understanding 

17. Examining Similarities and Differences

Student Evidence Student artifacts indicate that their knowledge has

been extended as a result of the activity When asked about the activity, student responses

indicate that they have deepened their understanding When asked, students can explain similarities and

differences Student artifacts indicate that they can identify

similarities and differences

Examining Similarities and Differences

Four Types of Tasks:• Comparing and Contrasting• Classifying• Creating Similes & Metaphors• Creating Analogies

Comparing and Contrasting

Double-Bubble Map

Venn Diagram

Double Bubble

Venn Diagram

Kindergarten

Comparing

Video Comparing & Contrasting

HS Sciencehttps://www.effectiveeducators.com/resource/show/4e2d8e725d17508eb10898e4

Classifying

Kinesthetic Word Webs • IN GROUPS OF SIX, SELECT A TOPIC.

• EACH GROUP MEMBER WILL CREATE A CARD THAT REPRESENTS ONE WORD OR CONCEPT ABOUT THAT TOPIC.

• ILLUSTRATE YOUR CARDS.

• CREATE ONLY ONE CARD PER PERSON.

Humorous Similes• Her vocabulary was as bad as, like, whatever.• His thoughts tumbled in his head, making and

breaking alliances like underwear in a dryer without Cling Free.

• Long separated by cruel fate, the star-crossed lovers raced across the grassy field toward each other, like two freight trains, one having left Cleveland at 6:36 p.m. traveling at 55 mph, the other from Topeka at 4:19 p.m. at a speed of 35 mph.

Creating Metaphors

Creating Analogies

…is to…

Thermometer As Temperature

Odometer Distance

Concept: Measurement Devices

Dirt

Ocean?

LandAs

is to

Coach

?Teacher

AthleteAs

is to

Happy

?Empathetic

SadAs

is to

Sit

?Bring

SatAs

is to

Concept: ___________________Concept: ___________________

Concept: ___________________Concept: ___________________

Analogies

Dirt

OceanWater

LandAs

is to

Coach

StudentTeacher

AthleteAs

is to

Happy

CallousEmpathetic

SadAs

is to

Sit

BroughtBring

SatAs

is to

Concept: Learning RelationshipsConcept: Parts to Whole

Concept: Present to Past TenseConcept: Antonyms

Analogies

Time for a

Break!

18. Examining Errors in Reasoning 

When content is informational, the teacher helps students deepen their knowledge by examining their own reasoning or the logic of the information as presented to them.

Teacher Evidence Teacher asks students to examine information for errors or informal fallacies

Faulty logic Attacks Weak reference Misinformation

Teacher asks students to examine the strength of support presented for a claim Statement of a clear claim Evidence for the claim presented Qualifiers presented showing exceptions to the claim

18. Examining Errors in Reasoning 

Student Evidence When asked, students can describe errors or informal

fallacies in information When asked, students can explain the overall

structure of an argument presented to support a claim

Student artifacts indicate that they can identify errors in reasoning.

Video Errors in Reasoning

Kindergarten Conservationhttp://www.youtube.com/watch?v=GLj0IZFLKvg&feature=relmfu (0:32 – 1:37)

Reciprocal Teaching Roles

Group Leader – Keep group focused and on schedule

Facilitator – Asks questions to focus dialogue

Summarizer – Summarizes content after discussion

Reciprocal Teaching Roles

• What are the main ideas?• What questions do we have?• Are there areas we need to

clarify?• What predictions can we make?

Snowball Activity

Video Errors in Reasoning

Elementary Sciencehttps://www.effectiveeducators.com/resource/show/4e2d8ea55d17508eb108995d

19. Practicing Skills, Strategies, and Processes

When the content involves a skill, strategy, or process, the teacher engages students in practice activities that help them develop fluency.

Teacher Evidence Teacher engages students in massed and distributed practice activities that

are appropriate to their current ability to execute a skill, strategy, or process Guided practice if students cannot perform the skill, strategy, or process

independently Independent practice if students can perform the skill, strategy, or process

independently Student Evidence Students perform the skill, strategy, or process with increased confidence Students perform the skill, strategy, or process with increased competence

Practicing Skills, Strategies, & Processes

Three Characteristics of Effective Practice

1. Initially provide structured practice sessions spaced close together

2. Provide practice sessions that are gradually less structured and more varied

3. When appropriate, provide practice sessions that help develop fluency

Massed vs. Distributed Practice

Feedback

1

_____

2

_____3

_____

4

_____

Simultaneous Round TableComplete

punctuation and capitalization

errors.

Patiently Wait

PassPaper

Check Work,

COACH, PRAISE, &

Initial

Free Resources

MarzanoResearch.com Freeology.com

Graphic Organizers Teacher Forms Calendar Journal Topics

Wordle.net Tagxedo.com

Video – Errors in Reasoning

Stuck on an Escalatorhttp://www.youtube.com/watch?v=VrSUe_m19FY