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Teaching to Mastery using

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on 21 October 2016

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Transcript of Teaching to Mastery using

Teaching to Mastery
using

Understanding
EDI

Learning Objective
and
Activate Prior Knowledge

Concept Development
and
Skill Development

Guided Practice,
Relevance,
and
Closure

Explicit Direct Instruction
Use Tulare DOE site resource page:
http://commoncore.tcoe.org/content/public/doc/tcoe_bookmarks_grade_8.pdf

RL 6.1
Cite textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.

Tulare Dept of Ed
Essential Skills and Concepts:
Reading comprehension
(Today I will practice reading comprehension)
Draw inferences
(Today I will draw inferences from the text)
Cite specific examples and details to support inferences
(Today I will cite specific examples and details to support inferences)
Analyze the text
(Today I will analyze the text)
OR

1. Select a content standard from your GP1 instructional plan
2. From the content standard, determine the
Skill(s) (measurable behavior, verb)
Concept(s) (main idea, noun)
Context(s) (condition if present)
3. Deconstruct the content standard into specific learning objectives.
4. Identify or create the independent practice to match the LO

Writing Standards-Based LO

Ensures students are taught concepts and skills

as opposed to filling out worksheets
Makes students more successful
Objectives focus teaching efforts

on specific concepts and skills
Allows teacher to measure the outcome

of the lesson
Tells students
what
they are expected to do
Correctly designed, it

ensures that lessons are on grade level



Importance of LO

Statement which
specifically
describes what students will be able to do
successfully
and
independently
at the end of a specific lesson as a result of your classroom instruction.

Learning Objective (LO)

Universal experience (prior life experiences)
Sub skill review
Reviewing a concept
Reviewing a sub-skill
Previewing a lesson concept

REMEMBER APK should not take more than five minutes

How do we APK?

Learning Objective contains the knowledge you want to activate.

Relate it to the LO's concept or skill
What do we activate?

Easier for students to learn new content
Brain wants to integrate new knowledge with what it already knows


Don’t access it – ACTIVATE IT!

Teachers know
WHAT all the instructional practices are
WHEN to use them
WHY you use them
The expected results of using them

Metacognative Teaching

Checking for Understanding (CFU)
Continually verifying that students are learning while they are being taught
Explaining-teaching by telling
Modeling-Teaching by think-alouds to reveal to students the strategic thinking required to solve a problem
Demonstrating-Teaching using physical objects to clarify the content and to support kinesthetic learning

EDI Lesson Delivery Strategies

Learning Objective (LO)
Activate Prior Knowledge (APK)
Concept Development
Skill Development
Lesson Importance
Guided Practice
Lesson Closure
Relevance
Independent Practice


EDI Lesson Design Components

Specific lesson
design
components
Specific lesson
delivery
strategies
Continued checking for understanding (CFU)

EDI always includes:

Metacognative strategy


The teacher knows:
what
all the instructional practices are
when
to use them
why
you use them
the
expected
results of using them


Always teach first
Do not ask questions of the students before you teach
Ask a question about what you just taught/defined/gave an example of
After you ask a question, pause by pair/group sharing to allow students to collaborate

Pick 3 non-volunteers
random selection
if two students do not know the answer you must reteach immediately
Echo
Explain
Elaborate
What is it?
the generalization
the big idea
the main idea in LO
Making
inferences

using info from text

Calculate
equivalent fractions

Describe the
checks and balances
in the U.S. Constitution
What makes concept development ineffective?
1. Concept Development is missing when lessons focus on skills or details.
2. Instructional materials are not being used to teach concepts.
3. Students are being taught to fill out worksheets instead of being taught state tested concepts & skills.
1. ID the concept in the Learning Objective.
2. Provide written bulletproof definition or rule that contains the concept's critical attributes.
3. Provide examples & nonexamples that clarify the concept.
4. Teach concepts by EXPLAINING, MODELING, or DEMONSTRATING.
5. Have students interact with the concept.
6. Provide CFU questions of the concept.
What Is It?
This is when you teach
HOW
to do it. How to apply the concept. NOT the same for all lessons!
1. ID the Skill in the Learning Objective.
2. Provide a Step-by-Step process, method, or approach for the students to use.
3. Model using the steps while solving real problems.
Ensure students are referring back to the steps
Anchor chart and pre-printed steps for student reference
4. Provide Checking for Understanding questions to verify that students can describe how to execute the skill and how you did it using the What, Why, & How Method.
Include Concept Development questions as well.


Tell the students why it's important
life long skill
assessment
Teach them how to do it We still:
I do
We do
You do (partner)
You do (independently)
Make sure to have closure to your lesson.
Have students
define
solve a problem
explain
Goal is 80%
mastery

Norms
Honor confidentiality
Be open to possibilities
Participate to promote understanding
Demonstrate mutual respect
Set aside judgement
Minimize private conversations
Silence cell phones
Ask questions! Go to
http://padlet.com/msosa4/edi
Logistics
Today's Objectives
Understand the EDI components
Identify learning objective/s from a standard
Differentiate between concept and skill development
Apply the concepts to a lesson plan
CFU
EDI
"A strategic collection of instructional practices combined together to
design
and
deliver
well-crafted lessons that explicitly teach content, especially grade level content, to all students."
Hollingsworth & Ibarra, 2009
CFU
CFU TAPPLE
Forms of randomization
popsicle sticks
rings with tags
deck of cards
index cards
phone apps
computer programs
What will you use to randomly select students?
Post your objective everyday for each content area you teach.
It focuses your teaching
It sets a target for the students
Admin. does not have to guess the purpose of the lesson
Activate Prior Knowledge
Universal experience
"How do you know the scary part of the movie is coming?"
Sub-skill review
teaching Pythagorean Theorem: review characteristics of a right triangle, then have students draw and label a right triangle.
Activate Prior Knowledge
Steps for APK
1. Activate prior knowledge of skill or concept using universal experience or a subskill review

2. Facilitate student interaction.

3. Explain the connection to the new lesson
No more than five minutes!
Common Reasons
Students are not Successful
Independent practice
does not match
Learning Objective.
EDI Lesson components are bypassed
(going directly to independent practice).
Checking for Understanding or reteaching is
not done.
All
variations
are
not taught
.
Rule of 2 is not implemented
Listen
to the Response
Rule of Two
1. Teacher models how to solve a problem.
2. Students solve a similar problem.
Full transcript