2. The best teaching emerges from this simple combination of a good question and
good text – in every subject.
Mike Schmoker
The real path to greatness, it turns out, requires simplicity and diligence. It requires
clarity, not instant Illumination. It demands each of us to focus on what is vital-and
eliminate all of the extraneous distractions.
Jim Collins
We have 12 years with our students and almost 1,000 instructional hours per year.
That’s enough to educate almost anyone, but not if we continue to squander these
hours, every day, on nonacademic activities.
Allen Odden
4. Three Components to
21st Century Learning
1. Intellectual/thinking skills - (e.g., argument, problem
solving, reconciling opposing views, drawing one’s
conclusions) DOK Levels
2. Identify Essential Standards-(common core standards)
3. Authentic literacy – Purposeful reading, writing, and
discussion as the primary modes of learning both content
and thinking skills
5. Essential Question OfThe Day
Knowing the three component to a viable
curriculum, what are ways that you can
implement them in your classroom?
6. After seeing the short video
what doesTed Robinson say
are the factors that break down
our educational system? Do
you agree or disagree and
Why?
10. The Four Intellectual Standards
(DOK)
1. Read to infer/interpret/draw conclusions
2. Support Arguments with evidence
3. Resolve conflicting views encountered in
source documents
4. Solve complex problems with no obvious
answer
12. Less Is More
• The highest – achieving countries teach fewer
than half of the standards we teach to (Schmidt,
2008)
• Singapore, Japan, and China teach to about a
third as many math and science standards –
about 15 per grade level compared to our 50
(Leinwand & Ginsburg, 2007)
13. Criteria for selecting Essential Standards
• Endurance – will the standard provide students with
knowledge and skills beyond a single test date?
• Leverage -Will the standard provide knowledge and
skills that are of value in multiple disciplines?
• Readiness for the next level –Will the standard provide
the students with essential knowledge and skills that
are necessary for their success in the next grade level?
15. Literacy as the Spine
Think of Literacy as the spine; it holds everything
together. The branches of learning connect to it,
meaning that all core content teachers have a
responsibility to teach literacy.
Vicki Philips and Carina Wong,
The Bill and Melinda Gates Foundation
16. Literacy in Science
• Close Reading - underlining and annotation
of the text
• Discussion of the text – Interactive Lectures
• Writing of the text informed by close reading,
discussion and annotation
18. Anticipatory Set
• Before reading of text, always be sure to teach
any vocabulary that could impede understanding
• Establish a purpose for the reading
• The main event: a question or prompt, linked as
often as possible to the intellectual standards
19. Modeling
• Model higher order reading skills
• Preview text or textbook
• Read slow or pause for meaning and if needed reread
• Underline and annotate
• Refer to illustrations
• Numbering paragraphs (to cite evidence)
20. Guided Practice
Release students to practice by themselves: reading,
note-taking, and annotation.
Always Check for Understanding:
a) Circulate as students underline, annotate, or take notes
b) Have students pair up and share
c) Call on random pairs to share their thoughts
d) Ask students to quick-write while you circulate
21. Independent Practice
• Allow students to read independently ,
underline, annotate or take notes
• Independent Practice is also a good time to
work with students who might require extra
assistance
23. Discussion and Debate of theText
• Always cite the text when making an argument
• When disagreeing with another’s conclusions, argument, or
solutions, briefly restate what they said, don’t interrupt, and
be civil and respectful
• Be concise and stay on point
• Avoid distracting tics verbal tics (such; like; you know)
24. Types of Discussion
• Whole class discussion
• Fishbowl
• Socratic discussion
• Four Corner Debate
• Individual and group presentations
25. Interactive Lectures
• The “Hook” , Essential Question,
• Chunk the material
• Formative assessment
• All students should respond multiple times during
lecture
• Check for understanding
27. Writing: Short Reponses
• One or two Paragraphs
• During lectures
• After discussion
• After reading
• To summarize notes
28. Writing: Formal Papers
• At least two (five Paragraphs essays)
• Mostly completed in class
• Provide outlines
• Go over samples of papers
• Rubric
• www.mikeschmoker.com (write more, Grade Less)
29. Essential Question OfThe Day
• Knowing the three component to a viable
curriculum, what are ways that you can
implement them in your classroom?
Editor's Notes
In pairs please discuss why might these be important to students…….Then have teachers share their opinions
I strongly believe, these four Intellectual standards matched with disciplinary content give us all we need to ensure that students are prepared for college, careers, and and any state or national test that comes their way.
Now you can begin to develop lessons and units, assign appropriate texts and textbook pages with good questions and prompts, and develop common assessments, starting with end of the unit and end of the grading assessments. The lessons and assessments should include ample amounts of reading, discussion and writing.
A template for authentic literacy..
To create interest for the text, share background information about the topic, or help students to connect it to recent or previous learning……. Intellectual Standards : making inferences/drawing conclusions, analyzing and forming arguments, resolving/synthesizing conflicting opinions or problem solving…….Question should be posted at the beginning of a lesson or unit and thoroughly clarified before reading…..Teams should make the development and refinement of good text based questions among their highest priorities -
These are simple but essential skills that our students need to master to become proficient readers….First few times you might have to di it all…….then slowly release them……
during this phase you must check for understanding to see if additional clarification or modeling is needed…..These are some ways to check for understanding: a – if students are not doing what they are suppose to be doing provide additional modeling….. b – students should frequently par share their notes, annotations or underlined text with each other…talking is the best way to digest things…while students pair share you can circulate and listen to conversations…. c – this gives students an opportunity to express themselves in a more public mode while also giving you a feel for how they are doing…..Have students write a brief explanation, connecting their notes or underlined text to the prompt or question….any form of writing, short r long, generates and refines thought….for our students who are very low we could have sentence frames to guide them
If students practice these routines a couple of times a week throughout several disciplines, fewer iterations will be required before they are ready to finish reading on their own…..perfect execution of these process is not required…..the real power of this is that it is being done regularly and frequently….practice makes perfect…..
People including students truly enjoy sharing what they have learned……you need to establish clear criteria for productive participation….remember that good discussion is not a free for all….If you you have students who are struggling use sentence frames…..
It focuses on teacher’s words and directions, but students take part in lots of pair-sharing, note-taking, or quick-writing……the hook: relate it students and catch their interest….Essential question: the over arching question – the purpose of the lecture linked to the intellectual standards…Make sure that the lecture stays closely focused on the question…..Chunk the material: as with any good lesson should be segmented into chunks or small digestible bites….Good lessons respect the limits of memory and the average attention span…..learners need the chance to process new information….every 5 to 7 minutes….Give students opportunities for students to solve problem, answer short questions linked to the intellectual standards, review their notes and add any new insights or connections, summarize their learning in the last segment of the lecture, pair them up to compare or contrast notes, perceptions, and connections…If we want all students to learn they need frequent opportunities to talk, write, share, and compare their thoughts. Check for understanding by circulating throughout the room……..
The majority of writing should be short one to two paragraphs. Frequency is what is important….and most of them don’t need to be formally graded….a quick glance reveals if they tried to cite and if they made an honest attempt….I clearly understand Science teachers are not English teachers and vice versa. In science, the emphasis should be on producing a sound readable paper that will be evaluated on clarity and content----the student needs to show the ability to cite written sources to support scientific argument ……make sure to focus on structure…main topic sentence and supporting sentences….you can use graphic organizers….the finer points of writing can be left to the language arts teacher…
Essay questions should be tied to intellectual standards….In class : so that we can monitor progress…….Right and wrong……great way to model how to write and what not to do…..can be used as a lesson……
