Participants will be provided with research, sample sentence frames, teacher and student feedback and a map for how to effectively implement sentence frames into classroom instruction. The goal is to encourage participants to take on a leadership role and advocate for more explicit language instruction throughout the school day.
It shows the 2 types of learning: active and passive, and the different ways of the active learning. It also discusses that this type supports educational equity and embraces the various types of diversity.
Prevention to Intervention: Formative Assessment ReimaginedDreamBox Learning
A new breed of technology is driving a shift in how we view and use formative assessment. When fully realized, educators will be engaged, empowered, and equipped to interrupt, disrupt, and prevent the failure to learn versus treating failed learning. Beyond information, formative assessment reimagined provides in-time insight and intelligence of, for, and by the learner to adapt and adjust learning, as the learner is learning—not after instruction. To that end, this webinar will focus on three essential learnings:
1) The what, why, and how of reimagined formative assessment;
2) The transformational impact of instructional and assessment integration; and
3) The results of assessing leading rather than trailing indicators of learning.
Mobile, Instant, and Electronic Feedback to Increase Participation and Learni...Spencer Jardine
This presentation talks about soliciting information from students in order to understand better how to teach them during a library workshop. It includes some ideas from the research on clickers or audience response systems. Now, with cloud computing, students can be polled with text messaging and Polleverywhere.
Participants will be provided with research, sample sentence frames, teacher and student feedback and a map for how to effectively implement sentence frames into classroom instruction. The goal is to encourage participants to take on a leadership role and advocate for more explicit language instruction throughout the school day.
It shows the 2 types of learning: active and passive, and the different ways of the active learning. It also discusses that this type supports educational equity and embraces the various types of diversity.
Prevention to Intervention: Formative Assessment ReimaginedDreamBox Learning
A new breed of technology is driving a shift in how we view and use formative assessment. When fully realized, educators will be engaged, empowered, and equipped to interrupt, disrupt, and prevent the failure to learn versus treating failed learning. Beyond information, formative assessment reimagined provides in-time insight and intelligence of, for, and by the learner to adapt and adjust learning, as the learner is learning—not after instruction. To that end, this webinar will focus on three essential learnings:
1) The what, why, and how of reimagined formative assessment;
2) The transformational impact of instructional and assessment integration; and
3) The results of assessing leading rather than trailing indicators of learning.
Mobile, Instant, and Electronic Feedback to Increase Participation and Learni...Spencer Jardine
This presentation talks about soliciting information from students in order to understand better how to teach them during a library workshop. It includes some ideas from the research on clickers or audience response systems. Now, with cloud computing, students can be polled with text messaging and Polleverywhere.
This presentation shared what neuroscience, cognitive science, and biology have to tell us about developing a learner centered approach to teaching. Originally presented at the Upper Peninsula of Michigan Conference on Teaching and Learning, May 11, 2018.
A four-year-old asks on average about 400 questions per day, and an adult generally asks much much less. Our school system is often structured around rewarding giving the "right" answer and not asking smart questions. The result over time is that, as we grow older, we stop asking questions. Yet asking good questions is essential to finding and developing solutions - an important skill in critical thinking, innovation, and leadership.
This workshop will support teachers to explore their current habits and practices of formulating and asking questions, discuss with their colleagues a range of practices from research and articles, and then develop some new practical approaches they can use with their students.
6. Q.A.R.
• Strategy:
– Question – Answer – Relationship
Q.A.R. is a framework to help readers relate prior knowledge
and text information. It describes relationships between
comprehension – guided questions and their answers.
– Three Types of Questions:
Right There (The answer is in
the text, easy to find.)
Think and Search (The answer is
in the story, but you need to put
together different story parts to
find it. Author and You)
On My Own (The answer is not
in the story. You use your own
experience to answer the
question.)
7. How to do Q.A.R.:
• Using a gradual release model, teacher begins by
modeling and then gradually relinquishing the
tasks to the students.
Reads selection of text
Asks a question
Considers and states the
answer
States the Q.A.R.
Gives explanation for
the choice
8. Why use Q.A.R.?
Current research on schema theory, text structure, and
metacognition finds:
Fluent readers appropriately integrate their
background knowledge with what the text
suggests.
They seek, identity, and combine information
from various places within the text to
construct meaning.
9.
10. Harcourt – Trophies Example
• Read First paragraph of “Old Notch”
– Ask: How long of a ride in the car would it be to
go to the store?
one hour
– How do you know?
read it right there in the text
– Why do you think someone would want to live
that far away from a store?
Answers will vary
– How do you know?
in my head
Two main places to find answers
12. QAR Practice
Using “Old Notch”
example or another
text, take turns asking a
partner questions.
Have partner determine
if the answer is “right
there”, “in my head”, or
a combination.
Thinking: When is the last time you explicitly taught QAR?
19. QAR vs. Guided Highlighted Reading
Discuss how QAR and Guided
Highlighted Reading are alike and
how they are different.
How could you use the new
WriteWell Informational Lessons to
support this?
20. Reciprocal Teaching
Reciprocal Teaching is a dialogue between teacher and students using four strategies:
Generating
Questions
Directs reader to
specific information
Forces reader to
reprocess and
manipulate text
Summarizing
Helps reader focus on
pertinent information
Focuses active
involvement of reader
Clarifying
Directs reader to look
for confusing parts of
the text
Helps reader decide
which “fix up”
strategy to use
Predicting
Forces reader to read
with anticipation
Causes reader to look
for clues indicating
where the author is
headed
21. Why use Reciprocal Teaching?
Reciprocal teaching enables students to
construct meaning and to self-monitor as they
read.
Reciprocal teaching is in the top 10 most
effective strategies.
(Hattie 2012)
Metacognition is our goal, and reciprocal teaching
does this.
After 15–20 days of instruction, Palincsar and Brown
(1984) saw students go from scoring 30% to scoring
80% on a reading comprehension assessment.
• After 76 lessons, students improved by one to two
reading levels (Cooper,Boschken, McWilliams, &
Pistochini, 2000).
26. How will I implement Reciprocal
Teaching?
Take a moment to read
through the example
lessons.
Think about how you could implement or deepen
your teaching of Reciprocal Teaching into your
reading instruction on a regular basis and how you
will monitor your students’ progression.
Share your plan with a
partner.
29. Protocol: Give One, Get One
What
• Inclusion activity
• Opener (for day,
class period, etc.)
Why
• Builds
community
• Gets everyone’s
voice in the
room
• Sets the norm for
respectful
listening
How
• On the Give One,
Get One sheet,
write down
answers to the
question below.
Be prepared to
share your ideas.
Discuss with your group how you could use
the Bloom’s flipbook in your classroom.
30. Open Ended questions - Brainstorming
• https://www.teachingchannel.org/videos/anal
yzing-text-brainstorming
31. Too Much Teacher Talk?
In one study of 1,151 classroom discussions
occurring in over 200 classrooms:
– 93.31% (1074 discussions) were completely
monologic (teacher-centered) in nature
– Of the 6.69% (77) that included “dialogic
episodes” (moments when students directed the
conversation), those episodes lasted for an
average of 15 seconds
(Nystrand et al., 2003)
32. “Students in classrooms with high academic
demands and more emphasis on discussion-based
approaches show higher end-of-year literacy
performance.”
(Applebee et al., 2003, p. 717)
33. What is a Socratic Circle?
A constructivist strategy in
which participants engage
in a conversation to
collectively seek a deeper
understanding of complex
ideas.
39. Socratic Questions for “Fire!”
After reading “Fire!”, do you think you
would like to be a firefighter? (p 515
Open-ended response)
What is the difference between
firefighters in big cities and firefighters in
many small towns? (p 507 Summarize)
Evaluate “Question of the Day” to use
40. Questioning PD Plan
Day 1: Introduce
Questioning
Strategies
Day 2: Model
Lesson using
Questioning
Strategies
Day 3: Observe /
Support you
teaching a lesson
using Questioning
strategies
K-1 Will model QAR
2- 3 Will model Reciprocal Teaching
4-5 Will model Socratic Circle
(Unless otherwise requested)
Optional – poll the room to see how comfortable teachers are with QAR – skip video if they already do it
Project Life example
Video example
Online resources
Stop early -5th grade
Once ideas are shared, have participants find a partner, Give one idea (partner writes it down on the “GET ONE” side, if it is not on their sheet); both share one idea
Rotate to a new partner and repeat
(visit with at least 3 different partners)
