PLAN 8: Methods for Introducing New Material Ready, Set… Handouts from the Pick-Up table

2 What are we trying to avoid? Complete the task with the directions at your table You have 3 minutes

Session Objective Corps members will… use their daily vision and already-planned practice methods to write an introduction to new material that, if executed effectively, will equip students to be able to practice effectively (which will, in turn, lead to mastery of the objective). Bottom Line What students are able to do during practice depends 100% on what you present to them and how you present it. 3

Agenda Opening Intro. to New Material & CM Practice: Key Points for Effective INMs –Four Specific Actions –Examination of Exemplar Lesson Plan Ind. Practice: Revising a Draft INM Closing 4

What Do We Already Know? (Slide 1 of 2) What is the purpose of the “I do” component of a lesson? 5 What is the “I do” section called in the various planning templates we’re using at institute? Show students what to do and how and why to do it Introduction to New Material (5-Step Lesson Plan) Read-Aloud (Balanced Literacy Block)

What Do We Already Know? (Slide 2 of 2) 6 What are some of the things a teacher might do during the “I do?” Explain (tell) Demonstrate (show) Model (think-aloud) Assign readings Show a video Ask and answer questions What are some of the things students might do during the “I do?” Take notes Discuss Fill out graphic organizers Read Watch a video Ask and answer questions

Four Critical Teacher Actions WHEN Action #1: The INM should be planned after the practice sections so students are set up to practice and perform the objective in an increasingly independent manner. WHAT Action #2: Effective INMs clearly and explicitly teach and reinforce the key points by showing students what to do, and how and why to do it. HOW Action #3: Strong INMs use the right methods to convey the key points. HOW Action #4: Strong INMs plan for how students will actively process the key points. 7

Action #1: Backwards Plan Methods Strong INMs are planned after the practice sections have been planned Why is it important to backwards plan methods? What will this help us do? 8 What does this mean in terms of the Five-Step Lesson Plan? In terms of the Balanced Literacy Lesson Plan? Planning practice first gives concrete picture of how key points will be used in “We do” and “You do” sections. This allows us to plan to teach key points in a way that “mirrors” these sections and sets students up for effective practice. Mind the GAP – Goals, Assessments, Plans You do, We do, I do, Opening & Closing Five-Step LP: Ind. Practice, Guided Practice, Intro. to New Mat’l., Opening & Closing Balanced Literacy LP: Independent Reading, Shared Reading, Read-Aloud (within each component: Post-, During, Pre-

Action #2: Teach Key Points Strong INMs clearly and explicitly teach and reinforce the key points Why is this action important? 9 What do we do to take this action? What students are able to do during practice depends 100% on what you present to them and how you present it. Learning Theory: The contents of memory depends completely upon what the students are thinking about. Building your INM around the key points to ensure that students are thinking about the right stuff for objective mastery.

Practice: Action #2 (Teach Key Points) Directions: Spend 6 minutes looking at Ms. Elder’s INM and taking the following steps: –Highlight where you see each key point being taught in the INM –Identify specific examples of how Ms. Elder is teaching and reinforcing a particular key point in a manner that is both clear and explicit 10 Debrief: Are there any key points which Ms. Elder does not teach in the INM? What examples can you give of how Ms. Elder is clearly and explicitly teaching and reinforcing a particular key point? Ms. Elder’s 2nd graders are thinking about the right stuff during this INM.

Action #3: Choose The Right Methods Strong INMs use the right methods to convey the key points Why is this action important? 11 What students are able to do during practice depends 100% on what you present to them and how you present it. Picking the right methods ensures your key points are clearly presented. What do we do to take this action? Two most basic methods to teach key points: Explanation Demonstration

INM Method: Explanation Explanations are a good way to introduce knowledge-based content. To be effective, they must: 12 Have a clear, engaging purpose Be logically sequenced Make the abstract more concrete Include visual aids

INM Method: Demonstration Demonstrations are a good way to introduce skill-based content. To be effective, they must: Introduce new vocabulary Break the process into clear, numbered steps 1, 2, 3 Provide explicit narration of teacher actions Include visual aids Highlight common errors/pitfalls ? 13

Practice: Action #3 (Choose Methods) Directions: Spend 5 minutes looking at Ms. Elder’s INM and taking the following steps: –Identify where Ms. Elder is using explanation and where she is using demonstration in her INM –Explain how she is meeting the desired characteristics for each method 14 Debrief: Where does Ms. Elder use explanation? How does she do it well? Where does Ms. Elder use demonstration? How does she do it well? Because Ms. Elder uses the right methods at the right time, it is highly likely that her 2nd graders will start practice with a strong understanding of the key points.

Action #4: Involve Students Strong INMs plan for how students will actively process the key points Why is this action important? 15 What do we do to take this action? What students are able to do during practice depends 100% on what they understand… which depends 100% on what you present to them and how you present it. Students are not passive agents – they need to actively process key points. If students are merely listening/watching, you have no way to: –Focus their attention –Check for understanding Use one or more “input” strategies: –Graphic organizers –Guided notes –Examples/analogies –Narration/paraphrasing –Questioning

Practice: Action #4 (Involve Students) Directions: Spend 5 minutes looking at Ms. Elder’s INM and taking the following steps: –Identify the specific strategies Ms. Elder is using to involve her students in the INM –Articulate how each strategy will benefit both the teacher and the student throughout the rest of the lesson 16 Debrief: How does Ms. Elder involve students? What benefit does this have? Students are likely to be invested/engaged in the INM because their needs are being considered. Ms. Elder will have initial formative evidence that her students are already on the path to objective mastery.

Agenda Opening Intro. to New Material & CM Practice: Key Points for Effective INMs –Four Specific Actions –Examination of Exemplar Lesson Plan Ind. Practice: Revising a Draft INM Closing 17

Independent Practice: Revising a Draft INM Handout 3: Planning an Effective Introduction to New Material Open up the document for one of the draft lesson plans you turned in to your CMA this morning Save with a name ending in “.PLAN8.Revised.INM” Use the actions in the checklist to revise your Introduction to New Material for this lesson Be prepared to describe how your revision demonstrates each of the actions in the checklist 18

What Does This All Mean? Vision drives action because… Vision drives action so that… Methods should make the objective accessible to students because… Methods should make the objective accessible to students so that… It takes practice beyond perfection to move a skill or knowledge from working memory to long-term memory because… It takes practice beyond perfection to move a skill or knowledge from working memory to long-term memory so that… What students are able to do on their own depends 100% on what you present to them and how you present it because… What students are able to do on their own depends 100% on what you present to them and how you present it so that… 19