Mrs. Grayson’s 4th Grade Old Wire Elementary

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Presentation transcript:

Mrs. Grayson’s 4th Grade Old Wire Elementary System Analysis Mrs. Grayson’s 4th Grade Old Wire Elementary

Unit Preparation Prior to beginning Unit 3, Mrs. Grayson did the following: Identified the standards to be taught- (she looked at the unit 3 pacing guide) She asked herself- “What will my students know and be able to do better at the end of this unit?” 3. She gathered and studied the resources in order to prepare the daily lessons.

Plan Daily Lessons: Once Mrs. Grayson had the big picture for the unit, she began planning daily lessons. She knew she wanted her students to be able to use the thinking skill systems analysis for activities in this unit as well as the following units. This lesson was designed to teach the steps of systems analysis.

A= access prior knowledge N= new information A= application GANAG is a daily lesson structure that allows teachers to plan for student use of research based instructional strategies. G= goal A= access prior knowledge N= new information A= application G= generalize the goal

GANAG provides students the opportunity to actively use the nine high-yield strategies: (2) Identifying Similarities and Differences (7) Cooperative Learning (8) Setting Objectives and Providing Feedback (3) Summarizing and Note Taking (4) Reinforcing Effort and Providing Recognition (9) Generating and Testing Hypotheses (5) Homework and Practice (10) Cues, Questions and Advance Organizers (6) Nonlinguistic Representations

Goal: I can analyze a system. Students wrote the goal in their notebooks and scored both their understanding and effort. (4) Reinforcing Effort and Providing Recognition (8) Setting Objectives and Providing Feedback

Access Prior Knowledge The students participated in a science lesson about electric circuits earlier in the quarter. They built a circuit while learning about conductors and insulators. Mrs. Grayson displayed pictures from a previous science lesson on her SmartBoard. (6) Nonlinguistic Representations

She asked students to turn and talk about what was happening in the pictures. (7) Cooperative Learning

New Information Students took notes in their notebook, listing the steps of Systems Analysis. (3) Summarizing and Note Taking

The class recreated the “system” of the electrical circuit. They made a few changes to the system and discussed the results.

Application The students returned to their seats and began applying the steps of systems analysis to their experience with the electric circuit. Systems Analysis: viewing something as a system. I identify something as a system. I state all the parts of the system and how they work. They identified the circuit as a system. After gluing a diagram in their notebooks, they labeled the parts. (10) Cues, Questions and Advance Organizers

“Explain to the person next to you how the parts of the system work.” Systems Analysis: viewing something as a system. I identify something as a system. I state all the parts of the system and how they work.

The students remembered one of the changes they made in the system and drew a conclusion. Systems Analysis: viewing something as a system. I identify something as a system. I state all the parts of the system and how they work. I change one part of the system to see what would happen. Make a conclusion about how the one change made the system change. Repeat the process.

Revisit the Goal The students revisited the goal and scored their understanding and effort at the end of the lesson.

The students filled up their unit 3 objective score sheet, so they were working on the back of the sheet.

Marzano, R. J. , Pickering, D. J. , & Pollock, J. E. (2001) Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development. Pollock, J. E. (2007). Improving student learning one teacher at a time. Alexandria, VA: Association for Supervision and Curriculum Development. Pollock, J. E., & Ford, Sharon M. (2009). Improving student learning one principal at a time. Alexandria, VA: Association for Supervision and Curriculum Development. Pollock, J. E., Ford, Sharon M., & Black, Margaret M. (2012). Minding the Achievement Gap. Alexandria, VA: Association for Supervision and Curriculum Development.