NON-DISTRICT SCHOOLS PLC {PROFESSIONAL LEARNING COMMUNITY} MARCH 12, 2014

Transcription

1 NON-DISTRICT SCHOOLS PLC {PROFESSIONAL LEARNING COMMUNITY} MARCH 12, 2014

2 MEANINGFUL ACCESS TO THE GENERAL EDUCATION CURRICULUM PLEASE TAKE SEVERAL MINUTES TO READ THE HANDOUT FROM THE ASSOCIATE COMMISSIONER OF SPECIAL EDUCATION KINDLY SHARE-OUT YOUR PERSPECTIVES & KEY TAKE- AWAYS ACCESS ACCESS ACCESS

3 STUDENTS WHO ARE COLLEGE & CAREER READY IN READING- WRITING-SPEAKING-LISTENING- LANGUAGE PROJECTED STUDENT COMPETENCIES: THEY DEMONSTRATE INDEPENDENCE THEY BUILD STRONG CONTENT KNOWLEDGE THEY RESPOND TO THE VARYING DEMANDS OF AUDIENCE- TASK-PURPOSE-DISCIPLINE THEY COMPREHEND AS WELL AS CRITIQUE THEY VALUE EVIDENCE THEY USE TECHNOLOGY AND DIGITAL MEDIA STRATEGICALLY AND CAPABLY THEY COME TO UNDERSTAND OTHER PERSPECTIVES & CULTURES

4 Unpacking the CCLS & CDOS Standards THE GOAL IS TO IDENTIFY KEY SKILLS & CONCEPTS THAT ALIGN TO THE STANDARDS: RATIONALE TO ENHANCE STUDENT ACHIEVEMENT BY SPECIFYING WHAT A STUDENT MUST KNOW, MUST UNDERSTAND, AND MUST BE ABLE TO DO! THE BOTTOM LINE COMPREHENSION & PERFORMANCE

5 CONSIDER ANY SELECTED STANDARD: WHAT WOULD STUDENTS NEED TO KNOW? {THE NOUN}- KEY VOCABULARY; REMEMBERING/KNOWLEDGE; UNDERSTANDING/COMPREHENSION WHAT WOULD STUDENTS NEED TO DO? {THE VERB}- ANALYZING; EVALUATING; CREATING

6 COMMON CORE UNPACKING TEMPLATE STANDARD DESCRIPTION GRADE WHAT STUDENTS NEED TO DO: WHAT STUDENTS NEED TO KNOW: RESOURCES TO BE UTILIZED:

7 PRACTICE- PRACTICE- PRACTICE TURN TO A PARTNER AND SPEND 5 MINUTES PRACTICING UNPACKING SKILLS FROM THIS STANDARD: Describe characters in the story Goldilocks & the Three Bears (e.g. their traits, motivations, feelings) and explain how their actions contribute in the sequence of events

8 ACTIVATING PRIOR KNOWLEDGE {APK} VIDEO CLIP: HOW WE LEARN SYNAPSES & NEURAL PATHWAYS

9 Activating Prior Knowledge Activating Prior Knowledge (APK) is used to provide a connection between something students already know and the new content you are planning to teach. It facilitates the retrieval of pertinent information from students long term memories that will make it easier for them to learn and retain the new content 9 Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/john Hollingsworth and Silvia Ybarra. DataWORKS Educational

10 Why Activate Prior Knowledge? The brain wants to integrate new information with what it already knows. So, when you APK, you are preparing minds to accept and retain new information 10 Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/john Hollingsworth and Silvia Ybarra. DataWORKS Educational

11 Different connections When you APK, you can activate either The lesson s concepts, &/or The lesson s skills 11 Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/john Hollingsworth and Silvia Ybarra. DataWORKS Educational

12 Pathways for activation Universal experience - activating something from a student s prior life experiences that is related to the new learning Sub-skill review - re-teaching of a pertinent sub-skill needed for a new lesson Often used to fill in gaps in knowledge or understanding Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/john Hollingsworth and Silvia Ybarra. DataWORKS Educational 12

13 4 choices of what to activate Activating Prior Knowledge (APK) Universal Experience (prior life experience) Sub-Skill Review (prior academic experience) Concept Option 1 Option 2 Skill Option 3 Option 4 Source: Explicit Direct Instruction (EDI): The power of the wellcrafted, well-taught lesson/john Hollingsworth and Silvia Ybarra. DataWORKS Educational

14 STUDENTS & THE VENUES THEY RE FAMILIAR WITH PLEASE REFER TO HANDOUT

15 3 Steps for activating prior knowledge 1. APK of skill or concepts using a universal experience or a sub-skill review 2. Facilitate student interaction 3. Explain the connection to the new lesson Source: Explicit Direct Instruction (EDI): The power of the wellcrafted, well-taught lesson/john Hollingsworth 15 and Silvia Ybarra. DataWORKS Educational

16 Activate Knowledge, Don t Assess it! When you Activate Prior Knowledge, make sure you are eliciting students existing knowledge. Do not test students to see if they already know the new content before you have taught it. Activating Prior Knowledge makes students brains ready to receive new information. 16 Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/john Hollingsworth and Silvia Ybarra. DataWORKS Educational

17 Introduce new vocabulary only after you have activated prior knowledge! Prior knowledge must be just that, what the children know from previous experiences After this knowledge has been transferred into shortterm memory, the child s brain will be much more receptive to new, albeit related information. This is the time to introduce new vocabulary words or new concepts. 17 Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/john Hollingsworth and Silvia Ybarra. DataWORKS Educational

18 Ready, Set, Activate How might you activate prior knowledge using the students past experiences (Universal Experiences)? How might you activate prior knowledge using a skill or strategy previously taught in class (Sub-Skill Review)? SHARE OUT SOME IDEAS 18

19 Learning Objectives A learning objective is a statement that describes what students will be able to do successfully and independently at the end of a specific lesson as a result of classroom instruction Examples: The students will identify 5 facts and details about the setting of a story by completing a graphic organizer The students will demonstrate an understanding of photosynthesis by labeling a diagram of a plant The students will identify four reasons for westward expansion by completing a Venn Diagram 19 Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/john Hollingsworth and Silvia Ybarra. DataWORKS Educational

20 Why are learning objectives important? Learning Objectives ensure that students are taught concepts and skills In the standards, concepts are often found as nouns In the standards, skills are often found as verbs Clear Learning Objectives focus teacher efforts on specific concepts and skills needed for independent practice, making students more successful Learning Objectives allow teachers to measure if students achieve the outcome of the lesson Learning Objectives tell students what they are expected to do Correctly designed Learning Objectives ensure that lessons are on grade level 20 Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/john Hollingsworth and Silvia Ybarra. DataWORKS Educational

21 Components of a Learning Objective All learning objectives contain a concept {noun} All learning objectives contain a skill (measurable student behavior). The skill is usually a verb Some learning objectives contain a context (condition) 21 Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/john Hollingsworth and Silvia Ybarra. DataWORKS Educational

22 Learning Objective Concept The concept is the main idea in the Learning Objective The concept It is usually a noun In the Objective Write a summary of a newspaper article, summary is the concept 22 Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/john Hollingsworth and Silvia Ybarra. DataWORKS Educational

23 Learning Objective Skill All learning objectives must contain measurable student behavior This measurable student behavior is usually a skill The skill is usually a verb In Write a summary of a newspaper article, write is the skill The lesson will be designed to teach students exactly how to write a summary of a newspaper article The skill of the Learning Objective should match what the student is expected to do in independent practice 23 Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/john Hollingsworth and Silvia Ybarra. DataWORKS Educational

24 Learning Objective Context o A context is any specific condition under which the Objective will be executed Often the context describes the resources or methods to be used In Write a summary of a newspaper article, newspaper article is the context 24 Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/john Hollingsworth and Silvia Ybarra. DataWORKS Educational

25 ROUNDTABLE DISCUSSION TIME