1. Please take 3 minutes to answer the following questions:
Explain what happened during Pearl Harbor.
How did America’s domestic policy change after the bombing of Pearl Harbor? In your answer, discuss two specific effects of President Roosevelt’s Executive Order 9066.
Do Now
Unboxing the Statue of Liberty

2. Using Grapple Problems to Increase Scholar Understanding
Having scholars discover key content

3. What you’ll learn:
TWBAT explore grapple problems from a learner’s perspective.
TWBAT create rigorous and effective grapple problems to use in their own classrooms.
Why it’s important:
Grapple problems (also known as exploratory or investigative learning) dramatically raise students’ comprehension of difficult concepts. They’re also a lot of fun for both students and teachers.
Objectives

4. Do Now Explain what happened during Pearl Harbor.
How did America’s domestic policy change after the bombing of Pearl Harbor? In your answer, discuss two specific effects of President Roosevelt’s Executive Order 9066.

5. Agenda Opening 5 min First Hand Experience 25 min
Meta-Analysis and Rationale
15 min
Designing Your Own Problems
Closing
Agenda

6. First Hand Experience What to Look For
Keep the following questions in mind throughout this model. You’ll have time to answer them at the end.
What did the “teacher” do over the course of this model?
What did “scholars” do over the course of this model?
Notice that question #9 is identical to the one on the Do Now. How has your response change between the two times you answered the same question?
What structure did the activity have to make that change possible?
First Hand Experience

7. Take 10 minutes to complete p. 3-4. I suggest working in groups of 3.
First Hand Experience
~15 min.

8. First Hand Experience Internment Executive Order 9066 Today’s Big Idea
The imprisonment or confinement of people, in large groups, without trial.
Executive Order 9066
After Pearl Harbor, President Roosevelt ordered the military to round up all people of Japanese ancestry, and forcibly relocate them to internment camps.
Today’s Big Idea
Because he was afraid of a second attack, Roosevelt ordered over 100,000 Japanese Americans to leave their homes and move into camps for up to four years.
First Hand Experience

9. First Hand Experience Elaborate
How did America’s domestic policy change after the bombing of Pearl Harbor? In your answer, discuss two specific effects of President Roosevelt’s Executive order 9066.
First Hand Experience

10. First Hand Experience What to Look For
Keep the following questions in mind throughout this model. You’ll have time to answer them at the end.
What did the “teacher” do over the course of this model?
What did “scholars” do over the course of this model?
Notice that question #9 is identical to the one on the Do Now. How has your response change between the two times you answered the same question?
What structure did the activity have to make that change possible?
First Hand Experience

11. Agenda Opening 5 min First Hand Experience 25 min
Meta-Analysis and Rationale
15 min
Designing Your Own Problems
Closing
Agenda

12. Meta-analysis & Rationale
Do Now Revisited
How did America’s domestic policy change after the bombing of Pearl Harbor? In your answer, discuss two specific effects of President Roosevelt’s Executive order 9066.

13. Reflection Reflection What did the “teacher” do during the model?
“We do not learn from experience... we learn from reflecting on experience.”
– John Dewey
Reflection
Reflection
What did the “teacher” do during the model?
What did you learn on your own?
How were the questions scaffolded throughout the activity?

14. Meta-analysis & Rationale
The Goal
Students intuitively work through the main idea of the class, before you lead teach anything.
The Structure
Students analyze data
Students figure out the general pattern, without worrying about mistakes
The teacher clarifies the main idea and provides structure & vocabulary.
Meta-analysis & Rationale

15. Meta-analysis & Rationale
Grapple Problem Framework
Intuitive Main Idea
Sources show the Main Idea
Scaffolded Questions
Direct Instruction
Meta-analysis & Rationale
From the standard
Student Driven
Teacher clarifies and extends

16. Meta-analysis & Rationale
Content Specific Examples
Open up the file I sent you before the PD ( Find the example for your grade band and content area.
What is the key understanding that scholars should get from doing this activity?
How does the activity scaffold scholars’ exploration of the content?
What changes would you make if you wanted to do this activity in your own classroom? Why?
Meta-analysis & Rationale

17. Meta-analysis & Rationale
Discussion: Barriers to Implementing Grapple Problems
Concerns
Solutions
If I don’t directly teach information to kids, they will get lost.
I can’t come up with a grapple problem for every day I teach.
Meta-analysis & Rationale

18. Agenda Opening 5 min First Hand Experience 25 min
Meta-Analysis and Rationale
15 min
Designing Your Own Problems
Closing
Agenda

19. Designing Your Own Problems
Work Time Please work in small groups to create a grapple problem for an upcoming class. Feel free to use the graphic organizer on p. 8.

20. Agenda Opening 5 min First Hand Experience 25 min
Meta-analysis and Rationale
15 min
Designing Your Own Problems
25min
Closing
Agenda

21. What you’ll learn:
TWBAT explore grapple problems from a learner’s perspective.
TWBAT create rigorous and effective grapple problems to use in their own classrooms.
Why it’s important:
Grapple problems (also known as exploratory or investigative learning) dramatically raise students’ comprehension of difficult concepts. They’re also a lot of fun for both students and teachers.
Objectives

22. Closing Exit Ticket What are the benefits of using Grapple Problems?
What’s one topic you’d like to use Grapple Problems to teach in the next weeks?
What questions do you still have?
What feedback do you have about this session (good or bad)?
Closing