1. MRL Design Question 2: What will I do to help students effectively interact with new knowledge?

2. Apply techniques to cause students to interact with new content  Choral response  Slates/response boards  Structured partners  Sentence Stems  Frayer Model  Yes-No-Why?  Tell-Help-Check  Interaction Sequence  Paragraph Shrinking

3. Normative Classroom Discourse 20% of students doing 80% of responding

4. Interacting With New Knowledge  Identify critical information.  Organize students into groups to interact with new knowledge.  Preview new content.  Present new information in small chunks.  Process new information (summarize, clarify).  Elaborate on new information.  Record and represent knowledge.  Reflect on learning.

5. Why Active Participation?  Opportunities to respond related to  increased academic achievement  increased on-task behavior  decreased behavioral challenges  Caveat  only successful responding brings these results  initial instruction (80% accuracy)  practice/review (90% or higher accuracy)

6. If it’s worth doing, I should cause ALL to do it! “Old School”  volunteer responding  students raise hands to answer  Questions like  Does anyone know…?  Who can tell me…?  Who has an idea?  Jane, what did…? Better  Everyone think…then everyone say, write, do  Written response  Partners first (before individual public responses)  Intentional & Random Calling

7. Many Ways to Engage “It’s about the architecture!” (Kevin Feldman) structured ALL students make thinking visible (say, write, do) actionable feedback

8. Make Thinking Visible! Say Write Do

9. EXPERIENCE & OBSERVE  Strategy observer  What techniques did you observe? What good practices did you see? What could be more effective?  Participant observer  What words, behaviors, evidence of student learning did you notice?  Participants  What did you learn? What worked for you? How did you feel as a learner using this strategy?

10. neologism Critical Attributes Examples Non-Examples

11. Please answer:  Yes or No: “Staycation” is a neologism.  Rate your understanding of the word neologism. 1 I’ve never heard this word before. 2 I’ve heard this word, but I don’t really know what it means. 3 I know the general meaning of this word, though I may not be able to define it in detail or use it myself. 4 Whether spoken or written, I know this word well and understand its meaning.

12. neologism  neo (Gk, new)  logos (Gk, word)  -ism (noun, distinctive, trait or idea) Critical Attributes  recently coined (first used)  not yet accepted as mainstream

14. neologism or NOT?

15. neologism  Yes – No – Why?: “Staycation” is a neologism  Rate your understanding of the word neologism. 1 I’ve never heard this word before. 2 I’ve heard this word, but I don’t really know what it means. 3 I know the general meaning of this word, though I may not be able to define it in detail or use it myself. 4 Whether spoken or written, I know this word well and understand its meaning.

16. EXPERIENCE & OBSERVE  Strategy observer  What techniques did you observe? What good practices did you see? What could be more effective?  Participant observer  What words, behaviors, evidence of student learning did you notice?  Participants  What did you learn? What worked for you? How did you feel as a learner using this strategy?

17. Interacting With New Knowledge  Identify critical information.  Organize students into groups to interact with new knowledge.  Preview new content.  Present new information in small chunks.  Process new information (summarize, clarify).  Elaborate on new information.  Record and represent knowledge.  Reflect on learning.

19. Choral / Unison Response  prompting students to respond together on cue when answers are short and the same  Why?  focus tool  provides thinking time  all students responding  students using academic language (vs. teacher-talk)  repetition of important terms/concepts  accurate pronunciation (safe rehearsal)  provides feedback for teacher

20. Response Slates/Cards  Prompting students to write responses on “slates” (personal whiteboard, device, etc.) or point to responses on prepared cards  Why?  Monitor ALL student responses  Reusable materials  Slates: longer, divergent answers  Cards: limited answers, quick probes

21. Structured Partner Response  teacher-structured activity when student pairs share/discuss specific information  Why?  elaborative response or to review recently learned information  increase focus, attention, academic language use, etc.  provides scaffold  Increases opportunity for students to look good

22. Structured Partner Response How?  teacher-selected partners  gracious middle with low  alternate ranking (readiness, social skills)  use base groups / assign roles (A and B / 1 and 2)  clear expectations  specific prompt/task  structured academic language (i.e. sentence starters)  on-the-clock  monitor, provide scaffolding and feedback

23. Tips for Structured Partners  “If you want it, teach it!” (APL)  Look – Lean – Whisper  tape numbers on tables (#1, #2 with arrows pointing to partners)  change partnerships occasionally (3-6 weeks)

24. Interaction Sequence 1.Prompt All 2.Interview Pairs 3.Select Purposefully 4.Select Randomly 5.Select Volunteers Ask all Pause (wait time) Cause students to make thinking visible (Sharer, Anastasio, & Perry, 2007, p. 80-85) Check student answers Probe Provide answers when missing Take note of good responses

25. Sentence Stems  teacher prompt to use specific academic language or syntax when responding to prompts  Why?  beyond chatting  accurate rehearsal  students using academic language and syntax  provides scaffold to competently discuss topic

26. Sentence Stems: Examples  I predict ___ because ___.  One consequence of the invention was a rise in __.  Two potential motives behind an author’s use of roman à clef include ___.  …your response must include the words “function” and “variable.” Somebody (people)… wanted (motivation)… but (conflict)… so (resolution)… Somebody (people)… wanted (motivation)… but (conflict)… so (resolution)… Something (independent var.)… happened (change)… and (affect on dependent var.)… then (conclusion)… Something (independent var.)… happened (change)… and (affect on dependent var.)… then (conclusion)…

27. Anticipation Guide  preview new content (review background knowledge)  identify misconceptions  provide purpose / focus (support, refute, answer questions) Before Reading StatementAfter Reading The most expensive wine is always the best wine. To produce the best grapes for wine, vines should be well-irrigated. The vines with the highest yields tend to produce the most flavorful grapes.

28. Paragraph Shrinking 1.Who or what is the paragraph/section about? 2.What is the most important information about the who or what? 3.Say it in a main idea statement with *10 words or less. (Repeat and combine the main idea statements to summarize a longer selection.) *May adjust for older students using complex text. Fuchs et al. (2007) Peer-assisted learning strategies (PALS)…

29. Tell – Help – Check (Archer & Hughes, Explicit Instruction, 2011, p. 141)  (Study): All study particular material  Tell : A tell B  Help : B respectfully agree or disagree  correct, clarify, add  offer reasons and confidence level  Check : pairs check notes, display, etc.  All students revise written record

30. Yes – No – Why ?  posing a stimulating question or statement for which students must take a position and formulate reasoning  Calling on individual students is an effective way to elicit responses about new content.  I agree with this assertion because…  I disagree with this assertion because…