2. Makes Sense Strategies Dimensions of teacher knowledge Declarative knowledge Procedural knowledge Conditional knowledge

3. Makes Sense Strategies Dimensions of teacher knowledge Declarative knowledge What the strategy is Critical features of the strategy Why the strategy should be employed What outcomes to expect when the strategy is used Who the strategy works with

4. Makes Sense Strategies Dimensions of teacher knowledge Procedural knowledge How to design lessons and/or instructional materials that incorporate the strategy How to use the strategy flexibly & efficiently when teaching How to problem-solve if the strategy is not working How to adapt the strategy

5. Makes Sense Strategies Dimensions of teacher knowledge Conditional knowledge Knowledge of which curriculum materials the strategy is appropriate to use with Knowledge of developmentally appropriate applications of the strategy Knowledge of when, during the course of a lesson, it’s appropriate to use the strategy (& when it’s not)

6. LEVELS of LEARNING Awareness Acquisition Fluency Generalization Declarative knowledge Procedural knowledge Conditional knowledge Kinds of Knowledge Teacher is aware that the strategy exists Familiar with the way the strategy is used Aware of one context for using the strategy Applying the strategy is a high-cognitive task Knows the strategy steps & understands importance Narrow range of understanding strategy applications Intuitively understands the strategy Forms inferences about other strategies Applies strategy quickly & smoothly Creates new ways to use the strategy Wide range of understanding strategy applications Multi-tasks the strategy

7. LEVELS of LEARNING Awareness Acquisition Fluency Generalization Declarative knowledge Procedural knowledge Conditional knowledge Kinds of Knowledge Teacher is aware that the strategy exists Familiar with the way the strategy is used Aware of one context for using the strategy Applying the strategy is a high-cognitive task Knows the strategy steps & understands importance Narrow range of understanding strategy applications Intuitively understands the strategy Forms inferences about other strategies Applies strategy quickly & smoothly Creates new ways to use the strategy Wide range of understanding strategy applications Multi-tasks the strategy X X XXX XXX XXX Most workshops & conference presentations target just an “awareness level” of just declarative knowledge of the strategy …

8. LEVELS of LEARNING Awareness Acquisition Fluency Generalization Declarative knowledge Procedural knowledge Conditional knowledge Kinds of Knowledge Teacher is aware that the strategy exists Familiar with the way the strategy is used Aware of one context for using the strategy Applying the strategy is a high-cognitive task Knows the strategy steps & understands importance Narrow range of understanding strategy applications Intuitively understands the strategy Forms inferences about other strategies Applies strategy quickly & smoothly Creates new ways to use the strategy Wide range of understanding strategy applications Multi-tasks the strategy ! XX XXX XXX XXX No wonder most innovative strategies are hard to implement!

9. Staff development in the fundamentals of effective teaching is embedded throughout  ways to increase student engagement  lesson structure  frequency of responses  quality feedback  scaffolding instruction  differentiating curriculum  quality assessment Learning how to incorporate the Makes Sense Strategies Key things teachers learn about implementing the strategies Planning instruction (long range & short-term) Constructing think-sheets Teaching using the think-sheets

10. PLANNING Learning how to differentiate curriculum  use of state course of study (standards of learning)  identifying essential to know core ideas & details  eliminating trivia & specialized knowledge Learning how to select the best clarifying tools Matching specific think-sheets with instructional objective (learning how to select the best think-sheet for the task) Best tools for this… CORE Idea Planner Make Sense Content Lesson Plan Makes Sense Strategy Unit Plan Makes Sense Strategy Lesson Plans

11. CONSTRUCTING Learning how to develop completed think-sheets developmentally appropriate for students and that reflect essential understandings of the curriculum The think-sheets are a LOT harder to develop than they initially appear! Development of the effective think-sheets requires that teachers really know and understand the content they are teaching

12. TEACHING (when & how to use the Makes Sense Strategies when teaching) THINK-AHEAD strategies for activating knowledge & creating anticipation THINK-DURING strategies for maximizing student engagement while teaching THINK-BACK strategies for facilitating reflective reviews

13. Nature of Training Features Conference presentation Shared by colleague 1 day workshop 2 day workshop STEPS plan Workshop + a follow-up MSS strategies implemented % of faculty implementation Who usually implementations Range Multiplicity Integrity Diligence Collaboration Peer coaching Implementation pattern

14. Nature of Training Features Conference presentation Shared by colleague 1 day workshop 2 day workshop STEPS plan Workshop + a follow-up MSS strategies implemented % of faculty implementation Who usually implementations Range Multiplicity Integrity Diligence Collaboration Peer coaching Implementation pattern

15. Nature of Training Features Conference presentation Shared by colleague 1 day workshop 2 day workshop STEPS plan Workshop + a follow-up MSS strategies implemented % of faculty implementation Who usually implementations Range Multiplicity Integrity Diligence Collaboration Peer coaching Implementation pattern Teacher attends a conference presentation (60-90minutes), picks up a handout

16. Nature of Training Features Conference presentation Shared by colleague 1 day workshop 2 day workshop STEPS plan Workshop + a follow-up MSS strategies implemented % of faculty implementation Who usually implementations Range Multiplicity Integrity Diligence Collaboration Peer coaching Implementation pattern “Runners” select multiple MSS tools, and immediately begin using “Adopters” select one or two MSS tools, and immediately begin using “Adapters” typically do not implement any Initially …After a month …After 3 months … Narrowed range of MSS tools used to a set of favorites Interest has faded - no trying other new stuff

17. The path teachers / schools typically take… Stage 1: Mastering use of the 3-main idea frame as applied to  teaching content lessons -and/or-  facilitating writing-and/or-  facilitating reading comprehension reflects a “Oh, this is a neat tool. I think I’ll try it” perspective on the model typically a “Think I’ll share this with my friend” level of collaboration with others

18. Stage 2: Mastering a small set of personally selected favorite Makes Sense tools Typically, these are… * Compare/contrast * LINCS Clarifying Tables reflects a “I like these tools too” perspective on the model typically a “Think I’ll work with a couple of my friends to develop these” level of collaboration with others

19. Stage 3: Re-constructing whole perspective to planning & delivering instruction No longer viewed a collection of think-sheets or graphic organizers, but rather as a model of teaching thinking and facilitating understanding of essential information. Typically, teachers get very serious about differentiating curriculum and providing instruction that focuses on generative ideas & strategies. Usually, it’s at this point when they want to really learn how to use tools like the CORE Idea Planner. Begin using the Makes Sense Strategies across the curriculum and across the instructional sequence (beginning, middle, & end of lesson) Sometimes involves a lot of goal-oriented collaboration with peers