Stage 3 Learning Plan How do we do

Stage 3: Learning Plan How do we do instruction even better?

Essential Questions for Stage 3 �Can deliberate sequencing of lessons in a unit contribute to student understanding? �Does the frequency and type of questions asked during a lesson effect student understanding? �How does the type of instruction determine the level of student understanding? �How can our lesson planning help to produce learners that are engaged, inquiring, reflective and self- evaluate their growth?

Teachers Matter Immensely! “If a student is in one of the most effective classrooms, he/she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning takes 2 years. ” Deborah Loewenberg Bell Dean of Education University of Michigan

Address Content in Specific Ways • Interacting with new knowledge • Practicing and deepening knowledge • Generating and testing hypotheses Average Current Practices New Knowledge Practicing Generating & Testing Hypotheses

How can Ub. D change how content is presented and alter the way that students learn? Take 5 minutes to talk with your neighbor. How do you communicate learning goals to your students? How do you present new knowledge? How do students practice what they‘ve learned? Would your pie chart resemble the one shown? Should the chart change according to the subject being taught?

How do we go from… The agenda is… I have to complete this by…

To… The learning goal today is… As a result of doing this assignment, I should : Know more about… Understand better… Be more skilled at…

Stage Three Video Understanding by Design Using the Backward Design Process: Stage 3

School and District Leadership… … Not only matters, but also has a direct correlation and measureable effect on student achievement! � A system of clear learning goals connected to student feedback and evaluation at the classroom, school and district level. � Ensuring effective teaching in every classroom. � Building background knowledge for all students.

The Art and Science of Teaching 1. 2. 3. 4. 5. 6. 7. 8. 9. Learning goals and feedback Interacting with new knowledge Practicing and deepening Generating and testing hypotheses Student engagement Establishing rules and procedures Adherence to rules and procedures Teacher-student relationships High expectations Taken from the work of Marzano Research Laboratory

Learning Goals vs. Learning Activities A learning goal is a statement of what students will know and be able to do. As a result of what we do today, you will be able to demonstrate that you: � Understand foreshadowing in mysteries. � Can revise writing to improve use of descriptive adverbs. Activities that help students attain the learning goals. � Finish adverb assignment. � Read chapter 2. � Write a mystery story.

WHERETO Communicating Learning Goals Clearly state your learning goals by identifying all aspects of the expectations for students.

When the unit learning goals are clearly articulated to students and they have the opportunity to identify and record their own learning goals, they can become the keepers of their own learning. The destination and journey become clearer.

An Old Proverb States: You can lead a horse to water, but you can’t make them drink. �We learned that maybe with ‘reward and punishment’ the horse will do whatever we ask. �However, consider a different goal, “How can I make the horse thirsty? ”

WHERETO Hook’em And Hold Their Interest

Partner Work How could you use the following essential questions to ‘hook’ your students? � Why do some books interest us more than others? � How is math relevant to everyday life? � Why is it important to study the past? � How does water quality effect the life we live?

WHERETO Equip, experiences, exploration, experiment…. WHERETO Rethink, revise, refine, reflect…. WHERETO Design evaluation, Student self-evaluation Learning Activities

A-M-T There are 3 kinds of learning goals in a unit of study. We want students to acquire (A) knowledge and skill, make meaning (M) of “big ideas”, and be able to transfer (T) their understandings, knowledge, and skill to new situations.

If the segment involves new knowledge what do you expect to see? What learning activities and instruction will optimize students’ acquisition of the knowledge and skills targeted in Stage 1? �Previewing activities �Information presented in small chunks �Students processing each chunk in small groups �Students summarizing and taking notes after content has been introduced �Students reflecting on their learning.

If the segment involves knowledge practice and deepening activities what do you expect to see? What activities and teacher facilitation will engage students in making meaning of the big ideas and essential questions identified in Stage 1? �Cooperative learning activities �Practicing skills, strategies, and processes �Examining similarities and differences (comparing/contrasting, classifying, creating analogies and metaphors) �Identifying errors in thinking �Homework (guided/independent) �Revising knowledge

If the segment involves using knowledge and skills in a new and unfamiliar situation what would you expect to see? What �Developing and testing a experiences hypothesis will help �Students self- assess and self- students adjust using formative practice and assessment feedback get feedback in the transfer �Students develop high-level task(s) related questions that promote to the longdiscussion, analysis and term goal(s) application of the learning goals. Stage 2 performance?

What Do You Think? �How would you classify the activities on the given sheet? �Look at the WHERETO model and the A-M-T elements. At the end of this activity you will be asked to write about the benefits of using the checklist. How could using the checklist improve your ability to teach for understanding? 1. Work individually to complete the checklist. 2. Compare your results with another person’s results.

Break Time s e t u in m 5 1 e h k s a e r T f e r , x a to rel fuel. e r d n a

Thinking Through the Lesson Protocol Take the next fifteen minutes to read through Thinking Through a Lesson: Successfully Implementing High-Level Tasks; Smith, Bill & Hughes

Discussion Talk to your neighbor about the TTLP article. • Could using the TTLP better prepare you for teaching a lesson? • Are there drawbacks to the TTLP? • How does the TTLP differ from your present lesson planning process?

What’s the best use of our limited time together? -Bob James

Questioning Techniques The art of holding interest lies in “raising questions and delaying answers…” - D. Lodge, The Art of Fiction

Types of Questions �Knowledge – recall data or information �Comprehension – understand meaning �Application – use a concept in a new situation �Analysis – separate concepts into parts; distinguish between facts and inferences �Synthesis – combine parts to form new meaning �Evaluation – make judgments about the value of ideas or products

Ask some open-ended, not just “yes” or “no” questions �An open –ended question has the advantage of allowing you to draw several students into the discussion that otherwise would not participate.

Ask divergent questions � A question where there is not one “correct” answer but where the task is to search for many possible correct answers.

Promote discussions among students �Allow time for students to discuss their answers in pairs or small groups before discussing as a whole group. �Paraphrase student answers and encourage others to contribute their answers.

Ask probing questions �Questions that draw the students’ attention to things only implied in their answers.

Consider: Learning to tolerate the silence while students think through their responses. This is probably the hardest skill to master!

Discussion Who asks more questions in your class –yourself or the students? Why might that be so? At what point in a class do you think questioning is most effective? At the beginning? During the presentation? At your conclusion?

Planning Tools

Planning Tools

Work Time