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Strategy 5: Making it Work Logistically
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Strategy 5: Making it Work Logistically

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  • Today we will focus on clearly explaining strategy 5 and how to integrate it into your curriculum.We also want for you to understand how strategy 5 and 6 work together and be implemented into your curriculum.
  • Today’s agenda includes the objectives as well as provide examples for you to take and hopefully incorporate into your curriculum.
  • Teachers will have the activity worksheet in their folder – read question and answer it.Teachers should be given a minute or two to write explanations and another minute or two to discuss their responsesAfter teachers discuss, explain that this is a strategy that helps close the gap and this strategy will be further explained a little bit later.
  • This is a recap of the questions the strategies answer. Briefly explain the first two questions.How do I close the gap? Remind teachers they learned about the importance of targets from Oct. Institute Day. Explain that a clear target for a lesson enables teachers and students to troubleshoot what went wrong and where when they formatively assess the targets. Goal is to have students identify what went wrong and where. Role of the teacher then is to assess each target and intervene when students do not learn. With one target being assessed a lesson, teachers and students can identify at which point in the lesson or at what component (because multiple components may be used so students learn the target) understanding did not occur.
  • “ The Operative Question: When students go sideways on this learning target, what are the typical problems?” (Chappuis, p. 132)In our curriculum we can identify commonly missed problems. Strategy 5 suggests that you design lessons to teach students how to avoid common errors.
  • Strategy 5 targets instruction to the learning gaps; meaning incomplete understanding, misconceptions, partially developed skills, etc.The key is to create short practice assignments to make learning more manageable, “especially for struggling students who may be facing multiple gaps in need of bridging.” This means the tasks you use are to SCAFFOLD the learning.Scaffolding: You have to find out where the student is at and as the teacher you know where the student needs to be, so the teacher creates short lessons to bridge the learning gap. They remove some of the complexities that existed as part of the initial lesson so students can focus in on key concepts, strategies or skillsStrategy 5 Design lessons to focus on one learning target or aspect of quality at a time.
  • Strategy 5 targets instruction to the learning gaps; meaning incomplete understanding, misconceptions, partially developed skills, etc.The key is to create short practice assignments to make learning more manageable, “especially for struggling students who may be facing multiple gaps in need of bridging.” This means the tasks you use are to SCAFFOLD the learning.Scaffolding: You have to find out where the student is at and as the teacher you know where the student needs to be, so the teacher creates short lessons to bridge the learning gap. They remove some of the complexities that existed as part of the initial lesson so students can focus in on key concepts, strategies or skills
  • Strategy 5 suggests you make a list of misconceptions for a unit.Present the misconceptions and have the students identify why it is a misconception.Graphic organizers are a great way for student to visually see the misconceptions and correct it as they learn it.
  • For example, in World History the biggest misconception in the Middle Ages unit is what types of systems feudalism and manorialism are.Here, students are provided with the misconception that Feudalism is the economic system.Students will then later learn and discover that Feudalism is the political system of the Middle Ages and will correct the misconception and date it.
  • Another way to introduce common misconceptions is to present statements prior to a unit. For example, before reading a Tale of 2 Cities, present statements and have students respond true or false. Then after reading, students can correct their mistakes. If after a reading a student is still making a mistake, then you have to go back and intervene to avoid getting the same problem wrong later.
  • Multi step lessons may require more than one learning target that takes multiple days to learn the all the steps.The key is to break each step down and provide examples for students to identify the correct/incorrect or good/bad examples to demonstrate understanding.
  • Now that you have heard this presentation and understand strategy 5, you will be able to design lessons that focus on one learning target and how 5 and 6 work together to close the gap.
  • Transcript

    • 1. Strategy 5: Making It Work Logistically Jennifer Bigenwald and Jessica Drogos PLT Formative Assessment Team
    • 2. I will be able to understand how to use Strategy 5 I will be able to design lessons to focus on one learning target or aspect of quality I will understand how Strategy 5 and 6 work together to close the gap
    • 3. Review PLC Cycle Activity 1: Multiple Choice Question/Discuss Review 7 Student-Centered Strategies for Formative Assessment Strategy 5: Focused Instruction Examples for Identifying and correcting typical misconceptions Reflection of Making Strategy 5 Logistically Work
    • 4.   Read the question and answer it on your answer sheet. Which of the following strategies is meant to close the gap in student learning?      A. Descriptive Feedback B. Modeling strong and weak work C. Designing lessons to focus on one learning target at a time D. Clear Target E. Self-Assessment After answering the question:  On your answer sheet, explain why you chose your answer.  Then, explain why choice C is the correct answer.  Turn to your neighbor and discuss
    • 5. Where Am I Going? Strategy 1: Provide students with a clear and understandable vision of the learning target. Strategy 2: Use examples and models of strong and weak work. Where Am I Now? Strategy 3: Offer regular descriptive feedback. Strategy 4: Teach students to self-assess and set goals. How do I Close the Gap? Strategy 5: Design lessons to focus on one learning target or aspect of quality at a time. Strategy 6: Teach students focused revision. Strategy 7: Engage students in self-reflection, and let them keep track of and share their learning.
    • 6. “Strategy 5 suggests that you select and design lessons to teach students how to recognize and avoid the particular problems they predictably demonstrate.” (Chappuis132) WAYS TO FOCUS INSTRUCTION •Identify the misconceptions & record the correction •Determine whether a variety of statements is true or false Include common conceptual misunderstandings in the list •Create distractors to a Multiple Choice Question by having students complete fill-in-theblank
    • 7.  Strategy 5 addresses the aspect of the learning gap that is typically misunderstood or confused  Targets instruction to the learning gaps  Incomplete understanding  Misconceptions  Partially developed skills
    • 8. How do I close the gap? Key: “Create short practice assignments to make learning more manageable especially for struggling students who may be facing multiple gaps in need of bridging” (Chappuis 131).
    • 9.  Create a list of common misconceptions for a unit or a list of major conceptual understandings (essential outcomes/targets)  Have students identify the how or why it is a misconception  Create a graphic organizer so students can have the misconception and then correct it as they learn it.
    • 10. Misconception 1. Feudalism is the economic system of the Middle Ages Date 1/6/14 Correction Feudalism is the political system and Manorialism is the economic system of the M.A. 2. 3. (Chappuis 133)
    • 11. Name_____________________ Before Reading Period_____ Statement After Reading True False Tale of Two Cities takes place in France. True False True False Tale of Two Cities is about the rise of two cities. True False True False Tale of Two Cities is centered around a revolution. True False (Chappuis 133)
    • 12.   Key: Use student reasoning for their answers to find their gap in learning and then provide guidelines for the correct answer. Use students’ incorrect responses as ‘distractors’ to assess if they learned the information. Use the following information to answer the questions: H = hairy knuckles, h = no hair 1. What is the Homozygous Dominant Genotype?__________ Reason:____________________________ 2. What is the Heterozygous Genotype? _____________ Reason:____________________________ 3. What is the Heterozygous Phenotype? ____________ Reason:____________________________ 4. What is the Homozygous Recessive Phenotype?__________ Reason:____________________________
    • 13.  Match answer options to the right distractor descriptions  Graphic Organizers as Clarifiers What is a right angle? Possible Answer Description a. 60 degrees 1. Wrong – it is an obtuse angle b. 90 degrees 2. Wrong – it is an acute angle c. 150 degrees 3. Right- two straight perpendicular lines intersect Adolf Hitler: Came to power during Great Depression Julius Caesar: Came to power in time of civil war Conclusion: Dictators come to power in time of emergency Mussolini: Came to power in Italy when economy bad and poor leadership Saddam Hussein: Came to power in Iraq by a coup
    • 14. For multistep lessons such as multiple step math problems, essay writing, primary/secondary source analysis, etc., break down the tasks that you know will be difficult for students Math: Use short focused problems to teach how to solve. 1.) Demonstrate one problem-solving strategy 2.) Demonstrate a second problem-solving strategy 3.) Give a new problem that both strategies can answer and ask student to choose one strategy and write an explanation why they chose the strategy and then discuss with a partner Essay Writing: Model ways in which to generate ideas, then give students short, focused tasks practicing the modeled ways. Example: Thesis writing  Provide examples of well written thesis statements and poorly written thesis statements.  Have students identify the well/poorly written statements and write a reason for their identification and then discuss with a partner
    • 15. Strategy 5 : Focused Instruction  Identify Common Misunderstanding   Interpreting the prompt Provide Instruction  Define prompts as directives (rather than questions)  Use cultural references as examples  Define all possible verbs that appear in a prompt Strategy 6: Focused Practice  Provided Practice  Provide students with a series of prompts. For each prompt the student determines:  1. How many things they are being asked to do  2. what they are being asked to do  3. re-write the task in their own words
    • 16. Question: What do I do for the students who mastered the learning target and do not need intervention? Example: Foreign Language: French language/culture throughout the world   Answer: Differentiate Instruction!  Remember this is a short mini lesson  Differentiate by readiness provide readings on the French language throughout world students pick a country, read about the French influence in society and turn to partner and explain in French the influence of the French in that country. Math: Right Angles    Provide students with pictures of the school and community Have students identify the right angles in the pictures Then have students explain why right angles need to be used.
    • 17. I Understand: how to use Strategy 5 how to design lessons to focus on one learning target or aspect of quality how Strategy 5 and 6 work together to close the gap
    • 18.  Identify a typical misconception that students have for an upcoming unit of study.  Look through the packet of Focused Instruction examples and either choose a template from the example packet or create your own template to help students correct the misconception.  Individually or with a partner, identify the components necessary for the focused instruction.
    • 19. Source: Chappuis, Jan. Seven Strategies for Learning. Boston: Pearson, 2009. Pictures: Inventionmachine.com . Accessed 11/18/13 Irfocus.co.uk. Accessed 11/18/13 paperthin.com. Accessed 11/18/13 Closing the Gap Report. jcpsramp.wikispaces.com. Accessed 11/18/13 New Hope Christian Fellowship – Small Groups. newhopecf.netCommonSpot Partners. Accessed 11/18/13 Vector-Arrow-Bullseye-Target-Prev1-by-DragonArt. Marketingforhippies.com. Accessed 11/18/13