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The Concept Anchoring Routine The Content Enhancement Series 2006 The University of Kansas Center for Research on Learning Lawrence, Kansas 66045

3 University of Kansas Center for Research on Learning 2006 Content Enhancement A way of teaching an academically diverse group of students in which: –Both group and individual needs are valued and met; –The integrity of the content is maintained;

4 University of Kansas Center for Research on Learning 2006 Content Enhancement A way of teaching an academically diverse group of students in which: –Critical features of the content are selected and transformed in a manner that promotes student learning; and –Instruction is carried out in a partnership with students.

5 University of Kansas Center for Research on Learning 2006 Guidebooks in the Content Enhancement Series Routines for planning and leading learning –Course Organizer Routine –Unit Organizer Routine –Lesson Organizer Routine

6 University of Kansas Center for Research on Learning 2006 Guidebooks in the Content Enhancement Series Routines for exploring text, topics, and details –Clarifying Routine –Framing Routine –Survey Routine –The ORDER Routine

7 University of Kansas Center for Research on Learning 2006 Guidebooks in the Content Enhancement Series Routines for teaching concepts –Concept Anchoring Routine –Concept Comparison Routine –Concept Mastery Routine

8 University of Kansas Center for Research on Learning 2006 Guidebooks in the Content Enhancement Series Routines for enhancing performance –Quality Assignment Routine –Question Exploration Routine –Recall Enhancement Routine –Vocabulary LINCing Routine

9 University of Kansas Center for Research on Learning 2006 Understanding the Challenge of Diversity Introduction of difficult but important concepts requires creating connections to background knowledge. Increased student diversity results in varying levels and types of background knowledge.

10 University of Kansas Center for Research on Learning 2006 Understanding the Challenge of Diversity Students need new ways of thinking about critical concepts. Teachers can take advantage of student diversity as they anchor new information to help students find and build learning on known information.

11 University of Kansas Center for Research on Learning 2006 Responding to the Challenge The Concept Anchoring Routine helps students to: –Focus on key concepts. –Use prior knowledge to understand new concepts. –Focus attention on similarities between concepts.

12 University of Kansas Center for Research on Learning 2006 Responding to the Challenge The Concept Anchoring Routine helps students to: –Understand the usefulness of analogies in understanding and learning. –Remember a way to think about new concepts. –Interact with the teacher and other students to explore and understand new concepts. –Record information for later studying and use.

13 University of Kansas Center for Research on Learning 2006 Supporting Research The Concept Anchoring Routine was studied in secondary content-area classes (grades 7-11) characterized by diversity. In each study, teachers learned the Concept Anchoring Routine easily, and student learning gains were observed by both teachers and researchers.

14 University of Kansas Center for Research on Learning 2006 Supporting Research In the study, students in various groups gained an average of 7 to 27 percentage points on tests or tasks that required students to demonstrate understanding of a new concept. Teachers continued using the routine after the studies were completed.

15 University of Kansas Center for Research on Learning 2006 Supporting Research These results were achieved when teachers: –received 2-3 hours of instruction in the routine, –had opportunities to discuss the routine with colleagues, –spent the necessary time to plan and use the routine for more inclusive teaching, –taught students how to participate in and use the routine, and –used the routine regularly over time.

16 University of Kansas Center for Research on Learning 2006 Components of The Concept Anchoring Routine The Anchoring Table Teaching Device The ANCHORS Linking Steps The Cue-Do-Review Sequence

17 University of Kansas Center for Research on Learning 2006 The Anchoring Table Teaching Device Is a visual device that: –is used under teacher guidance; –facilitates teaching by analogy, that is, using descriptions or stories that tell how two things are similar even though, on the surface, they do not seem alike;

18 University of Kansas Center for Research on Learning 2006 The Anchoring Table Teaching Device Is a visual device that: –focuses attention on a New Concept and a Known Concept; –identifies critical features of each concept; –prompts elaboration based on prior knowledge; –helps make relationships between concepts clear;

19 University of Kansas Center for Research on Learning 2006 The Anchoring Table Teaching Device Is a visual device that: –is designed to enhance student......understanding of new concepts,...remembering of ways to think about new, difficult information,...responses to evaluation tasks activities,...belief in the value of the content.

20 University of Kansas Center for Research on Learning Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit:

21 University of Kansas Center for Research on Learning Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit: Federalism in the U.S.A. Decision making in your school Federalism in the U.S.A. is a form of government in which decisions are made by both state and national govts. Rules to decide how power is divided are based on the Constitution. Some powers (e.g., make war, coin money) belong to the national govt. Other powers (e.g., education, marriage, gambling) belong to the states. Some powers (e.g., tax, punish crimes) belong to both. administra- tors penalties teachers make assignments administra- tors expel rules teachers not sure if powers are written down Decisions are made by state & national govts. Rules, based on Constitution, tell how power is divided. Some powers belong to national govt (war, money). Some powers belong to states (education, marriage, gambling). Some powers belong to both (tax, punish crimes). Decisions are made by administrators & teachers. Rules, written or understood, tell how power is divided. Some powers belong to administrators (expel). Some powers belong to teachers (give assignments). Some powers belong to both (make rules, set penalties). 2 groups are involved. Rules tell how power is divided. Some powers belong to both groups. Some powers belong to the other group. Some powers belong to one group. The Teaching Device: The Anchoring Table

22 University of Kansas Center for Research on Learning Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit: Federalism in the U.S.A. Decision making in your school Federalism in the U.S.A. is a form of government in which decisions are made by both state and national govts. Rules to decide how power is divided are based on the Constitution. Some powers (e.g., make war, coin money) belong to the national govt. Other powers (e.g., education, marriage, gambling) belong to the states. Some powers (e.g., tax, punish crimes) belong to both. administra- tors penalties teachers make assignments administra- tors expel rules teachers not sure if powers are written down Decisions are made by state & national govts. Rules, based on Constitution, tell how power is divided. Some powers belong to national govt (war, money). Some powers belong to states (education, marriage, gambling). Some powers belong to both (tax, punish crimes). Decisions are made by administrators & teachers. Rules, written or understood, tell how power is divided. Some powers belong to administrators (expel). Some powers belong to teachers (give assignments). Some powers belong to both (make rules, set penalties). 2 groups are involved. Rules tell how power is divided. Some powers belong to both groups. Some powers belong to the other group. Some powers belong to one group. The Teaching Device: The Anchoring Table The New Concept A concept is a category or class into which events, ideas, or objects can be grouped. The choice of the New Concept is dictated by what is considered difficult but very important for all students to understand. The name of the New Concept is written as a word or a phrase.

23 University of Kansas Center for Research on Learning Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit: Federalism in the U.S.A. Decision making in your school Federalism in the U.S.A. is a form of government in which decisions are made by both state and national govts. Rules to decide how power is divided are based on the Constitution. Some powers (e.g., make war, coin money) belong to the national govt. Other powers (e.g., education, marriage, gambling) belong to the states. Some powers (e.g., tax, punish crimes) belong to both. administra- tors penalties teachers make assignments administra- tors expel rules teachers not sure if powers are written down Decisions are made by state & national govts. Rules, based on Constitution, tell how power is divided. Some powers belong to national govt (war, money). Some powers belong to states (education, marriage, gambling). Some powers belong to both (tax, punish crimes). Decisions are made by administrators & teachers. Rules, written or understood, tell how power is divided. Some powers belong to administrators (expel). Some powers belong to teachers (give assignments). Some powers belong to both (make rules, set penalties). 2 groups are involved. Rules tell how power is divided. Some powers belong to both groups. Some powers belong to the other group. Some powers belong to one group. The Teaching Device: The Anchoring Table The Known Concept This name represents a different category or class from the New Concept; however, it must share some critical characteristics with the New Concept. The Known Concept must be familiar to all the students in the class. The name of the Known Concept is written as a word or a phrase that is parallel to the New Concept.

24 University of Kansas Center for Research on Learning Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit: Federalism in the U.S.A. Decision making in your school Federalism in the U.S.A. is a form of government in which decisions are made by both state and national govts. Rules to decide how power is divided are based on the Constitution. Some powers (e.g., make war, coin money) belong to the national govt. Other powers (e.g., education, marriage, gambling) belong to the states. Some powers (e.g., tax, punish crimes) belong to both. administra- tors penalties teachers make assignments administra- tors expel rules teachers not sure if powers are written down Decisions are made by state & national govts. Rules, based on Constitution, tell how power is divided. Some powers belong to national govt (war, money). Some powers belong to states (education, marriage, gambling). Some powers belong to both (tax, punish crimes). Decisions are made by administrators & teachers. Rules, written or understood, tell how power is divided. Some powers belong to administrators (expel). Some powers belong to teachers (give assignments). Some powers belong to both (make rules, set penalties). 2 groups are involved. Rules tell how power is divided. Some powers belong to both groups. Some powers belong to the other group. Some powers belong to one group. The Teaching Device: The Anchoring Table Known Information This is a list of the words, phrases, or sentences that represent correct information students know about the Known Concept. The list is the result of a "brainstorm" activity in which students' knowledge about the Known Concept is elicited. The teacher adds words needed to develop the analogy if students do not volunteer them. Students are informed that all the words help create a good understanding of the Known Concept, but several will be used to help them understand the New Concept. The key words that will be used to develop the analogy are underlined by the teacher. The list of Known Information can be written on the Anchoring Table or on a board.

25 University of Kansas Center for Research on Learning Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit: Federalism in the U.S.A. Decision making in your school Federalism in the U.S.A. is a form of government in which decisions are made by both state and national govts. Rules to decide how power is divided are based on the Constitution. Some powers (e.g., make war, coin money) belong to the national govt. Other powers (e.g., education, marriage, gambling) belong to the states. Some powers (e.g., tax, punish crimes) belong to both. administra- tors penalties teachers make assignments administra- tors expel rules teachers not sure if powers are written down Decisions are made by state & national govts. Rules, based on Constitution, tell how power is divided. Some powers belong to national govt (war, money). Some powers belong to states (education, marriage, gambling). Some powers belong to both (tax, punish crimes). Decisions are made by administrators & teachers. Rules, written or understood, tell how power is divided. Some powers belong to administrators (expel). Some powers belong to teachers (give assignments). Some powers belong to both (make rules, set penalties). 2 groups are involved. Rules tell how power is divided. Some powers belong to both groups. Some powers belong to the other group. Some powers belong to one group. The Teaching Device: The Anchoring Table Characteristics of the Known Concept These are words or phrases that explain how the Known Concept is different from other concepts. Other words for "characteristics" include "qualities," "traits," and "attributes." Create a short phrase or sentence for each of the underlined words in the Known Information List that captures the essence of a characteristic of the Known Concept.

26 University of Kansas Center for Research on Learning Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit: Federalism in the U.S.A. Decision making in your school Federalism in the U.S.A. is a form of government in which decisions are made by both state and national govts. Rules to decide how power is divided are based on the Constitution. Some powers (e.g., make war, coin money) belong to the national govt. Other powers (e.g., education, marriage, gambling) belong to the states. Some powers (e.g., tax, punish crimes) belong to both. administra- tors penalties teachers make assignments administra- tors expel rules teachers not sure if powers are written down Decisions are made by state & national govts. Rules, based on Constitution, tell how power is divided. Some powers belong to national govt (war, money). Some powers belong to states (education, marriage, gambling). Some powers belong to both (tax, punish crimes). Decisions are made by administrators & teachers. Rules, written or understood, tell how power is divided. Some powers belong to administrators (expel). Some powers belong to teachers (give assignments). Some powers belong to both (make rules, set penalties). 2 groups are involved. Rules tell how power is divided. Some powers belong to both groups. Some powers belong to the other group. Some powers belong to one group. The Teaching Device: The Anchoring Table Characteristics of the New Concept These are short phrases or sentences that describe characteristics of the New Concept. These characteristics are parallel in meaning to the characteristics of the Known Concept. The teacher poses questions to help students see similarities between each set of characteristics of the Known Concept and the New Concept. If necessary, the teacher supplies the name of the characteristic or helps form it accurately.

27 University of Kansas Center for Research on Learning Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit: Federalism in the U.S.A. Decision making in your school Federalism in the U.S.A. is a form of government in which decisions are made by both state and national govts. Rules to decide how power is divided are based on the Constitution. Some powers (e.g., make war, coin money) belong to the national govt. Other powers (e.g., education, marriage, gambling) belong to the states. Some powers (e.g., tax, punish crimes) belong to both. administra- tors penalties teachers make assignments administra- tors expel rules teachers not sure if powers are written down Decisions are made by state & national govts. Rules, based on Constitution, tell how power is divided. Some powers belong to national govt (war, money). Some powers belong to states (education, marriage, gambling). Some powers belong to both (tax, punish crimes). Decisions are made by administrators & teachers. Rules, written or understood, tell how power is divided. Some powers belong to administrators (expel). Some powers belong to teachers (give assignments). Some powers belong to both (make rules, set penalties). 2 groups are involved. Rules tell how power is divided. Some powers belong to both groups. Some powers belong to the other group. Some powers belong to one group. The Teaching Device: The Anchoring Table Characteristics Shared These are words, phrases or sentences that name larger groups or categories to which the parallel characteristics of the Known Concept and the New Concept belong. The teacher poses questions to help students identify these categories or groups.

28 University of Kansas Center for Research on Learning Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit: Federalism in the U.S.A. Decision making in your school Federalism in the U.S.A. is a form of government in which decisions are made by both state and national govts. Rules to decide how power is divided are based on the Constitution. Some powers (e.g., make war, coin money) belong to the national govt. Other powers (e.g., education, marriage, gambling) belong to the states. Some powers (e.g., tax, punish crimes) belong to both. administra- tors penalties teachers make assignments administra- tors expel rules teachers not sure if powers are written down Decisions are made by state & national govts. Rules, based on Constitution, tell how power is divided. Some powers belong to national govt (war, money). Some powers belong to states (education, marriage, gambling). Some powers belong to both (tax, punish crimes). Decisions are made by administrators & teachers. Rules, written or understood, tell how power is divided. Some powers belong to administrators (expel). Some powers belong to teachers (give assignments). Some powers belong to both (make rules, set penalties). 2 groups are involved. Rules tell how power is divided. Some powers belong to both groups. Some powers belong to the other group. Some powers belong to one group. The Teaching Device: The Anchoring Table Understanding of the New Concept This is a sentence(s) that represents the students' understanding of the New Concept in either spoken or written forms. Students can be prompted to create a definition of the New Concept using all of its characteristics. Alternatively, students can be prompted to create a statement which explains how the New Concept and the Known Concept are related and includes the Characteristics Shared.

29 University of Kansas Center for Research on Learning 2006 The ANCHORS Linking Steps Guide the teacher in ways to: –present the Anchoring Table effectively; –involve students in constructing and using the Anchoring Table; –elicit and make connections to the prior knowledge of students; and –focus student attention on learning.

30 University of Kansas Center for Research on Learning 2006 The ANCHORS Linking Steps A nnounce the New Concept. N ame the Known Concept. C ollect Known Information. H ighlight Characteristics of the Known Concept.

31 University of Kansas Center for Research on Learning 2006 The ANCHORS Linking Steps O bserve Characteristics of the New Concept. R eveal Characteristics Shared. S tate Understanding of the New Concept.

32 University of Kansas Center for Research on Learning Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit: Federalism in the U.S.A. Decision making in your school Federalism in the U.S.A. is a form of government in which decisions are made by both state and national govts. Rules to decide how power is divided are based on the Constitution. Some powers (e.g., make war, coin money) belong to the national govt. Other powers (e.g., education, marriage, gambling) belong to the states. Some powers (e.g., tax, punish crimes) belong to both. administra- tors penalties teachers make assignments administra- tors expel rules teachers not sure if powers are written down Decisions are made by state & national govts. Rules, based on Constitution, tell how power is divided. Some powers belong to national govt (war, money). Some powers belong to states (education, marriage, gambling). Some powers belong to both (tax, punish crimes). Decisions are made by administrators & teachers. Rules, written or understood, tell how power is divided. Some powers belong to administrators (expel). Some powers belong to teachers (give assignments). Some powers belong to both (make rules, set penalties). 2 groups are involved. Rules tell how power is divided. Some powers belong to both groups. Some powers belong to the other group. Some powers belong to one group. The Teaching Device: The Anchoring Table The Linking Steps These steps guide the teacher during the in-class interactive presentation of the Anchoring Table. The teacher prepares a draft of the Anchoring Table in advance of the lesson, but the final version is co-constructed with the students during class. These steps are cued by the acronym ANCHORS.

33 University of Kansas Center for Research on Learning 2006 The Cue-Do-Review Sequence The overall instructional process that guides use of the Anchoring Table and ANCHORS Linking Steps.

34 University of Kansas Center for Research on Learning 2006 The Cue-Do-Review Sequence Cue The teacher announces the Anchoring Table and explains its use and expectations for student participation.

35 University of Kansas Center for Research on Learning 2006 The Cue-Do-Review Sequence Do The teacher and class collaboratively construct the device using the ANCHORS Linking Steps that “connect” the content to the needs and goals of students.

36 University of Kansas Center for Research on Learning 2006 The Cue-Do-Review Sequence Review Information presented in the Anchoring Table is reviewed and confirmed, and the process of developing the analogy is reviewed.

37 University of Kansas Center for Research on Learning 2006 Ready? Decide when to use the routine. Collect needed materials. Construct a draft. Select implementation option.

38 University of Kansas Center for Research on Learning 2006 Ready? Construct a draft. –Specify and name the new, difficult concept. –Analyze the characteristics of the New Concept that are critical to understanding. –Identify a Known Concept familiar to all students with characteristics similar to those of the New Concept. –Select characteristics of the Known Concept that are parallel to characteristics of the New Concept.

39 University of Kansas Center for Research on Learning 2006 Ready? Construct a draft. –Prepare a list of information about the Known Concept that students will probably generate in discussion. –Plan ways to label the larger groups to which the paired characteristics of both the Known Concept and the New Concept belong. –Decide on how you will ask students to show their understanding of the New Concept (definition of the New Concept or explanation of the analogy).

40 University of Kansas Center for Research on Learning 2006 Anchoring Table Implementation Options 1.Vary the sequence of Linking Steps to suit student needs. Many teachers elicit the whole list of characteristics of the Known Concept, then work across the table horizontally to elicit each characteristic of the New Concept and corresponding shared characteristic in turn.

41 University of Kansas Center for Research on Learning 2006 Anchoring Table Implementation Options 2.Alternatively, teachers may use one of the following sequences: Sequence A –develop the characteristics of the Known Concept –present the characteristics of the New Concept –ask students to develop the shared characteristics together

42 University of Kansas Center for Research on Learning 2006 Anchoring Table Implementation Options Sequence B –develop the names of the Shared Characteristics –elicit characteristics of the New Concept Sequence C –work horizontally across the table eliciting one characteristic of each of the following in turn Known Concept New Concept Characteristic Shared

43 University of Kansas Center for Research on Learning 2006 Anchoring Table Implementation Options 3.Use different types of analogies –Concrete analogies –Recurring patterns –Narratives

44 University of Kansas Center for Research on Learning 2006 Anchoring Table Implementation Options 4.If space on the Anchoring Table seems limited, use the alternate form of the Anchoring Table and develop the Known Information List on a board. 5.Use different cooperative group activities to vary the use of the routine.

45 University of Kansas Center for Research on Learning Collect Known Information 4 Highlight Characteristics of Known Concept 5 Observe Characteristics of New Concept 6 Reveal Characteristics Shared 7 State Understanding of New Concept Known Information Name: Date: Anchoring Table 2 Name Known Concept 6 Characteristics of Known ConceptCharacteristics of New ConceptCharacteristics Shared Known Concept New Concept 1 Announce the New Concept ANCHORS Linking Steps: Understanding of the New Concept: Unit:

46 University of Kansas Center for Research on Learning 2006 Set? Prepare to teach students about the Anchoring Table. Introduce the Anchoring Table. Describe how you will Cue the Anchoring Table. Describe and model how you will Do the routine. Explain how you will Review the information in the Anchoring Table.

47 University of Kansas Center for Research on Learning 2006 Go! Use the routine explicitly. Build lessons around Anchoring Tables. Review understanding of Anchoring Tables as needed. Be creative. Beware of “pit” monsters. Evaluate your use of the routine.

48 University of Kansas Center for Research on Learning 2006 Presentation Checks Is the Anchoring Table large enough to see from the back of the classroom? Are all the words legible? Are characteristics presented in a parallel fashion, e.g., all sentences or all parallel phrases?

49 University of Kansas Center for Research on Learning 2006 Presentation Checks If phrases are used, is there a common stem so students can reconstruct the meaning on their own? Have students been cued to take notes on the Anchoring Table? Do students understand each part of the Anchoring Table?

50 University of Kansas Center for Research on Learning 2006 Presentation Checks Have you checked on student understanding of the New Concept on the Anchoring Table? Have you checked for student understanding of the process involved in developing the Anchoring Table?

51 University of Kansas Center for Research on Learning 2006 Presentation Checks Have you made sure students know how to demonstrate understanding of the New Concept, i.e., definition or analogy?

52 University of Kansas Center for Research on Learning 2006 Win! Select the Anchoring Table as a personal growth target. Choose a way to learn. Choose a support system. Plan for confidence building. Debug. Maximize the challenge. Develop your ”ensurance" policy.