The document outlines effective teaching strategies and the importance of fostering a positive academic identity among students, emphasizing the role of tools in enhancing learning. It details various instructional principles, including the integration of discussions, collaborative activities, and multiple modes of learning to develop generative thinkers. Additionally, it stresses the need for educators to create a supportive environment that encourages all students to perceive themselves as capable learners.

2. USING TOOLS TO HELP STUDENTS THINK AND LEARN Teaching with Tools

3. Overview Create a Community: Well Words Reflect on the Week: Instructional Verbs Identify Elements of Effective Instruction Teach the Academic Essentials Teach with Tools Design Meaningful Units Make Time to Talk: The Value of Discussion Review and Reflect: Next Steps and Questions

4. ? Connect Listen Exercise Celebrate Challenge Laugh ? Eat (Well) Join Trust Give Learn Wait Delegate Simplify Love Refuse Accept Try Remember Praise Engage Toss Appreciate Balance Imagine Contribute Thank Clarify Limit Entertain Grow Respect Risk Practice Honor Eliminate Smile Reward Confront Change Ask Renew Experience Participate Relax Breathe ? Choose Create Forgive Express Notice Enjoy ?

5. Well Words Debrief Treat every student as a valued contributor Establish high expectations Create a safe, productive environment Give students choices Use multiple modes: read, write, speak, represent Engage students in meaningful conversations Teach students to be generative thinkers Support all learners Write to think Integrate test preparation Provide models for students Use one step to prepare for the others Align instruction with standards Make connections: to self, world, other texts

6. Although some students show up at school as “intentional learners”––people who are already interested in doing whatever they need to do to learn academic subjects––they are the exception rather than the rule. Even if they are disposed to study, they probably need to learn how. But more fundamental than knowing how is developing a sense of oneself as a learner that makes it socially acceptable to engage in academic work. The goal of school teaching is not to turn all students into people who see themselves as professional academics, but to enable all of them to include a disposition toward productive study of academic subjects among the personality traits they exhibit while they are in the classroom. If the young people who come to school do not see themselves as learners, they are not going to act like learners even if that would help them to be successful in school. It is the teacher's job to help them change their sense of themselves so that studying is not a self-contradictory activity. One's sense of oneself as a learner is not a wholly private construction. Academic identity is formed from an amalgamation of how we see ourselves and how others see us, and those perceptions are formed and expressed in social interaction. How I act in front of others expresses my sense of who I am. How others then react to me influences the development of my identity. ––– Magdalene Lampert, from Teaching Problems and the Problems of Teaching

7. Reflecting on the Week Generate a list of what went well—and why it went well. Examine what was not effective—and why. Identify the instructional verbs: What students did . Choose one example from each list and discuss in groups. Identify the elements of the effective lessons. including a rationale and examples to illustrate. Discuss and debrief. What: Traits Why: Rationale What: Example

8. The Week in Review

9. 6 Features of Effective Literacy Instruction Students learn skills and knowledge in multiple lesson types . Teachers integrate test preparation into instruction. Teachers make connections across instruction, curriculum, grades, and life. Students learn strategies for doing the work. Students are expected to be generative thinkers . Classrooms foster cognitive collaboration . Source: Judith Langer (cela.albany.edu)

10. The Academic Essentials Generate Evaluate Analyze Organize Synthesize Read Write Talk Take Notes Take Tests

12. Article Notes

13. Main Idea Organizer Technology Technology is improving our lives, though such progress comes at a cost. One Benefit Another Benefit Costs Examples/Quotes: Examples/Quotes: Examples/Quotes: Explanation Explanation Explanation • • • • • • • • •

14. Taking Tests

15. Teaching with Tools

16. What are “tools”? Words Images Individual Words Sentences/Statements Passages Texts Questions Graphic Organizers Shapes/Diagrams

17. Words and Texts Are Tools “… A belief that we are connected as one people. If there's a child on the south side of Chicago who can't read, that matters to me, even if it's not my child. If there's a senior citizen somewhere who can't pay for her prescription and has to choose between medicine and the rent, that makes my life poorer, even if it's not my grandmother. If there's an Arab American family being rounded up without benefit of an attorney or due process, that threatens my civil liberties. It's that fundamental belief — I am my brother's keeper, I am my sister's keeper — that makes this country work. It's what allows us to pursue our individual dreams, yet still come together as a single American family. "E pluribus unum." Out of many, one….” Barack Obama Faith

18. Images Are Tools

19. Questions Are Tools Am I my brother’s keeper? Who did what to whom—why, and so what? What is the question you are trying to answer? What does it take to be a survivor?

20. Analogies and Diagrams Are Tools

21. Graphic Organizers Are Tools

22. Groups Are Tools … Human beings have always sat in circles and councils to do their best thinking, and to develop strong and trusting relationships. Margaret Wheatley from Turning to One Another

23. Research Says that Using Tools Helps struggling students and those with special needs by providing structure and support. Supports English learners by helping them see how information is organized and giving them a more visual means of understanding or conveying ideas. Increases engagement by providing ways for “cognitive collaboration” on academic tasks. Acheives more sophisticated thinking by asking students to analyze, organize, and synthesize. Improves comprehension by allowing students to analyze text structure and connections. Enhances memory through organization of info. Promotes “generative thinking” and scaffolding.

33. ?

34. ?

35. ?

36. ?

37. ?

38. ?

39. ?

40. ?

41. ? Family Sports Video Games Culture Cars History Interests War Gangs Topic Target

42. ? Family Sports Video Games Culture Cars History Interests War Gangs

43. Examine a Character from Multiple Perspectives Paintings Films Ophelia 1 Ophelia 2 Ophelia 3 Gibson Brannagh

44. Sir John Everett Millais. Ophelia. 1851-1852. Oil on canvas. Tate Gallery, London, UK. Ophelia 1

45. Eugène Delacroix. The Death of Ophelia. Oil on canvas. Louvre, Paris, France. Ophelia 2

46. Ophelia 3

63. Heroic Cycle

64. Orientation Disorientation New Orientation

65. Color and Arrangement

66. Speadsheet Organizer England Outer Central Inner Home Plot Setting Charac. Mood Tone Theme

67. Character Arc Begin End

68. Use before, during, or after Use with individuals, pairs, groups, full class Use to generate, organize, analyze, synthesize Use to prepare to read, write, speak Do not make the tool the end product if possible. Demonstrate how to use Use for all but especially ELD, Special Ed, strugglers Use Tools Effectively

69. Instructional Principles Work independently and with others to solve a range of intellectual problems. Process material on multiple levels and in various ways. Use tools and strategies to help them solve a range of academic problems. Learn skills and knowledge through a range of instructional modes. Communicate their understanding by multiple means, including other media. Monitor and evaluate their performance and progress towards goals. Connect what they learn today to their other studies, the world, and themselves. Develop and use skills and knowledge in the context of meaningful conversations. Know what a successful performance looks like on all tasks and assessments. Read a variety of types of texts, including multimedia and visual.

70. www.englishcompanion.com