Please take 3 minutes to answer the following questions: Explain what happened during Pearl Harbor. How did America’s domestic policy change after the bombing of Pearl Harbor? In your answer, discuss two specific effects of President Roosevelt’s Executive Order 9066. Do Now Unboxing the Statue of Liberty

Using Grapple Problems to Increase Scholar Understanding Having scholars discover key content

What you’ll learn: TWBAT explore grapple problems from a learner’s perspective. TWBAT create rigorous and effective grapple problems to use in their own classrooms. Why it’s important: Grapple problems (also known as exploratory or investigative learning) dramatically raise students’ comprehension of difficult concepts. They’re also a lot of fun for both students and teachers. Objectives

Do Now Explain what happened during Pearl Harbor. How did America’s domestic policy change after the bombing of Pearl Harbor? In your answer, discuss two specific effects of President Roosevelt’s Executive Order 9066.

Agenda Opening 5 min First Hand Experience 25 min Meta-Analysis and Rationale 15 min Designing Your Own Problems Closing Agenda

First Hand Experience What to Look For Keep the following questions in mind throughout this model. You’ll have time to answer them at the end. What did the “teacher” do over the course of this model? What did “scholars” do over the course of this model? Notice that question #9 is identical to the one on the Do Now. How has your response change between the two times you answered the same question? What structure did the activity have to make that change possible? First Hand Experience

Take 10 minutes to complete p. 3-4. I suggest working in groups of 3. First Hand Experience ~15 min.

First Hand Experience Internment Executive Order 9066 Today’s Big Idea The imprisonment or confinement of people, in large groups, without trial. Executive Order 9066 After Pearl Harbor, President Roosevelt ordered the military to round up all people of Japanese ancestry, and forcibly relocate them to internment camps. Today’s Big Idea Because he was afraid of a second attack, Roosevelt ordered over 100,000 Japanese Americans to leave their homes and move into camps for up to four years. First Hand Experience

First Hand Experience Elaborate How did America’s domestic policy change after the bombing of Pearl Harbor? In your answer, discuss two specific effects of President Roosevelt’s Executive order 9066. First Hand Experience

First Hand Experience What to Look For Keep the following questions in mind throughout this model. You’ll have time to answer them at the end. What did the “teacher” do over the course of this model? What did “scholars” do over the course of this model? Notice that question #9 is identical to the one on the Do Now. How has your response change between the two times you answered the same question? What structure did the activity have to make that change possible? First Hand Experience

Agenda Opening 5 min First Hand Experience 25 min Meta-Analysis and Rationale 15 min Designing Your Own Problems Closing Agenda

Meta-analysis & Rationale Do Now Revisited How did America’s domestic policy change after the bombing of Pearl Harbor? In your answer, discuss two specific effects of President Roosevelt’s Executive order 9066.

Reflection Reflection What did the “teacher” do during the model? “We do not learn from experience... we learn from reflecting on experience.” – John Dewey Reflection Reflection What did the “teacher” do during the model? What did you learn on your own? How were the questions scaffolded throughout the activity?

Meta-analysis & Rationale The Goal Students intuitively work through the main idea of the class, before you lead teach anything. The Structure Students analyze data Students figure out the general pattern, without worrying about mistakes The teacher clarifies the main idea and provides structure & vocabulary. Meta-analysis & Rationale

Meta-analysis & Rationale Grapple Problem Framework Intuitive Main Idea Sources show the Main Idea Scaffolded Questions Direct Instruction Meta-analysis & Rationale From the standard Student Driven Teacher clarifies and extends

Meta-analysis & Rationale Content Specific Examples Open up the file I sent you before the PD (http://bit.ly/GrappleExamples). Find the example for your grade band and content area. What is the key understanding that scholars should get from doing this activity? How does the activity scaffold scholars’ exploration of the content? What changes would you make if you wanted to do this activity in your own classroom? Why? Meta-analysis & Rationale

Meta-analysis & Rationale Discussion: Barriers to Implementing Grapple Problems Concerns Solutions If I don’t directly teach information to kids, they will get lost. I can’t come up with a grapple problem for every day I teach. Meta-analysis & Rationale

Agenda Opening 5 min First Hand Experience 25 min Meta-Analysis and Rationale 15 min Designing Your Own Problems Closing Agenda

Designing Your Own Problems Work Time Please work in small groups to create a grapple problem for an upcoming class. Feel free to use the graphic organizer on p. 8.

Agenda Opening 5 min First Hand Experience 25 min Meta-analysis and Rationale 15 min Designing Your Own Problems 25min Closing Agenda

What you’ll learn: TWBAT explore grapple problems from a learner’s perspective. TWBAT create rigorous and effective grapple problems to use in their own classrooms. Why it’s important: Grapple problems (also known as exploratory or investigative learning) dramatically raise students’ comprehension of difficult concepts. They’re also a lot of fun for both students and teachers. Objectives

Closing Exit Ticket What are the benefits of using Grapple Problems? What’s one topic you’d like to use Grapple Problems to teach in the next 3 weeks? What questions do you still have? What feedback do you have about this session (good or bad)? Closing