Advanced Mini-Lessons MiniLessons That Pack a Punch.

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Presentation transcript:

Advanced Mini-Lessons MiniLessons That Pack a Punch

Norms Courtesy  Be on time  Cell phones on silent, vibrate, or off  Be mindful of side- bar conversations  Focus on the task at hand Collaborative  Promote a sense of inquiry  Frame meaningful questions  Pay attention of self and others  Assume positive intentions  Be reflective

Today’s Outcomes  Participants will reflect and examine current teaching practices to analyze structures that are habitual and structures that are intentional.  Participants will write mini-lessons that are appropriately placed and connect to the larger body of work.  Participants will understand the significance of architectural integrity and will be able to design mini-lessons with this in mind.

Mini-Lessons That Pack a Punch have...  Intentional Discourse and Feedback (vs. Habitual)  Connectedness to the Larger Ideas of the Unit  Appropriate Placement  Architectural Integrity  Modeling

Conversation Patterns Traditional Conversation Pattern “Sea of Talk” Pattern of Conversation

Analysis of Discourse Mini Lesson – Authoring Ideas About Texts

Questions to ask while analyzing discourse...  Who is talking?  How does the conversation build?  What are the structures that are occurring?  Are there set procedures?  Teacher’s role?  Student’s role?  What is the tone?  Conversational Patterns?

Mini-Lessons That Pack a Punch have...  Intentional Discourse and Feedback (vs. habitual)  Connectedness to the Larger Ideas of the Unit  Appropriate Placement  Architectural Integrity  Modeling

Analyze Connectivity and Placement  What unit and/or unit goals might this mini lesson be a piece of?  Where in the sequence did this lesson take place?  What teaching has already happened prior to this one mini lesson?  What does she do to connect this mini lesson to something larger than this moment? Analyzing Point of View in Persuasive Texts

Mini-Lessons That Pack a Punch have...  Intentional Discourse and Feedback (vs. habitual)  Connectedness to the Larger Ideas of the unit  Appropriate Placement  Architectural Integrity  Modeling

Mini Lesson Look-Fors  Mini-lesson is focused, minutes, and has a clear learning objective/teaching point.  The teacher connects new learning to previous learning/ experiences.  There is one clear teaching point.   The teacher gives and gathers information through modeling and/or using literature.   Students have an opportunity to try out the new work during the mini- lesson (active engagement).   Discourse during active engagement is encouraged through turn and talk and/or written response.   Teacher ends the mini-lesson with a link.   Teaching/strategies are documented during the mini-lesson (ie. anchor chart). Students have continual access to expectations and strategies.   Mini-lesson connects to the written curriculum of the given unit.

Analyzing Architecture Teach Students to Use Domain- Specific Vocabulary Within Information Writing

Mini-Lessons That Pack a Punch have...  Intentional Discourse and Feedback (vs. habitual)  Connectedness to the Larger Ideas of the unit  Appropriate Placement  Architectural Integrity  Modeling

Modeling Mini Lesson: Reading to Reteach to our Partner

Analyzing Modeling

Mini-Lessons That Pack a Punch have...  Intentional Discourse and Feedback (vs. habitual)  Connectedness to the Larger Ideas of the unit  Appropriate Placement  Architectural Integrity  Modeling

Try it Out Writing Mini Lessons

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