1. Planning the Product

2. Journal Entries There were real challenges to producing a mapping artifact for generating/representing the two components (anticipatory set and independent practice) of the lesson plan format supported by NAU Center for Excellence in Education:

3. Challenges Finding ways to enable student teachers to see the anticipatory set and independent practice components of their lesson/unit of study as integral parts and as important extensions (focal points) to student learning

4. Challenges Finding strategies (communication systems) that involve student teachers in the process of brain storming for identifying questions with substance and meaning for their lessons and district/state standards: Communicating with each other Communicating with me Communicating with cooperating teachers Communicating with students

5. Challenges Finding reading materials suitable to invoke and sustain best practices for designing learning components (opening and extending) with higher level thinking skills embedded

6. Challenges Creating a design for the artifact that is suitable, accessible and sustainable

7. Artifacts of the Product Teacher survey to collect authentic data about what is taught for a finite number of lessons (2) 5x8 cards with lesson plan data related to the survey Student teacher journal reflecting on the process of question making within the two lesson plan components Preliminary draft of description of units/lessons to be taught, and related district/state standards and skills

8. Artifacts of the Product Reading list/articles of related materials The map – the route to higher level thinking and transfer through questioning in anticipatory set and independent study

9. Timeline: February 19-March 10 Met with student teachers and cooperating teachers Constructed and distributed a survey Prepared and distributed the reading materials Collected data and organized it for the mapping project Discussed reading materials and looked for reflective comments in student teacher journals

10. Timeline March 11 – April 2 Met with student teachers and cooperating teachers Began process of 5x8 cards and teacher sharing of lesson plans and units of study Coordinated state and district standards with lesson/concept plans on 5x8 cards Began process of sharing questioning strategies (examples of anticipatory set and independent practice questions)

11. Timeline April 3-23 Met with student teachers and cooperating teachers Began process of identifying structure and contents of the map Began production of the map Prepared map for presentation to student teachers, principals, cooperating teachers and ETC 567 cohorts

12. Objectives for this Mapping Project (Meaningful Product): What is the purpose of anticipatory set and independent practice in learning? What are the techniques used to identify anticipatory sets and independent practice questions? What are some examples of anticipatory set and independent practice questions?

13. Sharing the Meaningful Product: The Map “Mapping” is a technique for recording time on task data and then analyzing [and sharing] this data to determine the fit to curriculum and assessment” (English, 1983, p13).

14. The Map The key element in this map is the essential anticipatory question that guides the lesson from beginning to end. The essential question is a conceptual commitment – the focus for learning.

15. The Map Dialoguing within essential questions is the key to this anticipatory set and independent practice map. It/they are tied directly to the objective/standard. Questions can/should act as a substitute for the objective

16. Criteria for Writing Questions as Anticipatory Set and Independent Practice in Lieu of Objectives: The student must be able to understand the question Each question should be distinct and substantial and not repetitious The sequence of the questions should be logical The questions should be posted in the classroom

17. Points to Consider when Mapping Anticipatory Set Use interest,novelty and vividness but don’t distract form the planned and expected learning Generate questions/anticipatory set that focus students on the learning, give students some practice that will help them learn the objective/standard and give some idea about the student’s entry level knowledge

18. Points to Consider when Mapping Anticipatory Set Remember that “beginning time” is prime time. Don’t use prime time for anything but content, objective/standard and review that is directly related to the immediate lesson.

19. Points to Consider when Mapping Anticipatory Set Anticipatory set takes the students’ minds off other things and focuses their attention on immediate content (mental versus physical transition time).

20. Points to Consider when Mapping Independent Practice Identify independent practice questions and activities that promote retention and transfer of knowledge Create independent practice questions and activities that foster creativity, problem solving skills and independent decision making

21. Points to Consider when Mapping Independent Practice Well-developed independent practice tasks can shorten the time it takes to acquire new learning (positive transfer occurs when old learning accelerates the acquisition of new learning). Use phrases like “Can you imagine?” or “Can you figure out?”

22. Points to Consider when Mapping Independent Practice A good independent practice task is one of identifying the taught attribute in a new situation, NOT of finding/discovering critical attributes independently.

23. Example Generated by a Student Teacher (1 st Grade) Standard 1M-F6 P02: Add and subtract money up to $5.00 Standard 1M-F1 P04: Use technology to solve problems containing larger numbers Standard 6M-F1 P01: Formulate mathematical problems from everyday situations Standard 1M-F3 P08: Apply mathematical operations in everyday situations

24. Example Generated by a Student Teacher (1 st Grade) Anticipatory set: how much does lunch cost? What coins can we use to get to $1.00? What coins and/or bills can we use to get to $5.00?

25. Example Generated by a Student Teacher (1 st Grade) Independent practice: How do we know what food costs in a restaurant? We can develop and design a menu for a restaurant. Each item must be marked with a price under $5.00. You must decide what coins/bills you will use to pay for the items. You may use a calculator.

26. THE ARTIFACT – THE MAP

27. ANTICIPATORY SET & INDEPENDENT PRACTICE MAP Month____________Grade_____________ Unit Title or Theme Standard/objective #1Standard/objective #2 Objective as anticipatory set: Essential question #2 Objective as anticipatory set: Essential question #1

28. ANTICIPATORY SET & INDEPENDENT PRACTICE MAP, CONTINUED Independent practice Essential question #1 For Transfer/creativity/problem solving Independent practice Essential question #2 For Transfer/creativity/problem solving Activity