Intentional - Purposeful - Explicit NOT SCRIPT Don’t need more prescription but more precision. Precision requires: 1.Teachers know students 2.Teachers know content 3.Teachers regularly assess students’ understanding of content. 4.Teachers purposefully plan lessons that transfer response from teacher to student.

 Asking well-planned high-level questions that stimulate discussion and learning  Using modeling and demonstration to teach concepts and strategies  Using interactive direct instruction to increase student engagement  Planning meaningful and purposeful instruction that scaffolds students  Providing meaningful feedback  Using discussion as a way to promote learning, as opposed to just asking questions  Toni Hollingsworth, 2008

 Using metacognition to analyze thinking  Generating discussion, not just responding to a teacher’s question  Being reflective about their learning  Using comprehension strategies to make sense of text  Responding to high-level questions asked by the teacher that stimulates their thinking  Writing to learn  Taking notes that summarize/synthesize learning Toni Hollingsworth, 2008

1. Learning occurs through interactions with others. 2. When these interactions are intentional, specific learning occurs.

I do it We do it You do it Lacks a vital component: Learning thru collaboration with peers.

Gradual Release of Responsibility Teacher Responsibility Student Responsibility Focus lesson

 Focus lessons  Guided Practice  Collaborative Learning  Independent learning

Focus Lesson - 1.One or more approaches designed to make learning transparent to learners.

 Establish purpose  Model and directly explain skills, strategies, or tasks being taught  Teacher led metacognition showing how and when to use new learning

1.Modeling2.Metacognition 3.Think Aloud

I learned how to use the skill, strategy, task (cognition) Now Now How do I monitor my use?

4 Questions to move from cognition to metacognition 4 Questions to move from cognition to metacognition 1.What am I trying to accomplish? 2.What strategy am I using? 3.How well am I using the strategy? 4.What else could I do? Cognition Metacognition

1. Modeling 2. Metacognition 3. Think Aloud

Think aloud combines cognition and metacognition as teacher uses both to understand content.

 Cognitive load begins to shift from teacher to student  Teacher groups 3-6 students based on need to cue, prompt, or question  Other students engaged in collaborative learning

Teacher meets with needs- based groupTeacher meets with needs- based group Group based on performance on formative assessment.Group based on performance on formative assessment. Establish high expectations and provided the support for students to reach them.Establish high expectations and provided the support for students to reach them.

Requirement for independent products Requirement for independent products Here students consolidate thinking and understanding. Here students consolidate thinking and understanding. – Negotiating with peers, discussing, engaging in inquiry. Not the time to introduce new information. Not the time to introduce new information. Time to apply information in novel situations or engage in a spiral review of previous knowledge. Time to apply information in novel situations or engage in a spiral review of previous knowledge.

 Provide students opportunity to work together  Allow students to apply what they have learned in focus lesson and guided instruction

 Peer editing  Collaborative writing

 Oral language development in social settings  Use of social and academic language in order to accomplish a task  Deeper understanding through heterogeneous groups  Advanced students to see importance of collaboration

 Key Points of Collaborative Work 1.Help students think thru key ideas. 2.Natural opportunity for inquiry 3.Ensure that students engage in content learning.

1.Require individual application of information previously taught 2.Require individual use knowledge to produce new products.