1. The Challenge The role of memory in the learning process Teaching in the age of high-stakes tests and diverse- ability classrooms The Problem with Watering-down the Curriculum So what is success? Toward solutions TM Differentiating curriculum Using meaning-based Instruction Increasing learn-ability Evidenced-based Click on topics Big Ideas About Graphic Organizers Anatomy of a Graphic Organizer

2. The MAKES SENSE approach … Is based on extensive research on effective instruction 1. Evidence-based best practices for teaching … reading comprehension strategies process writing strategies content subjects vocabulary TM Differentiating curriculum Meaning-based Instruction Increasing learn-ability Evidenced-based 2. Specific research on MSS student-outcomes

3. The MAKES SENSE approach … TM Meaning-based Instruction Evidenced-based Increasing learn-ability Differentiating curriculum

4. The MAKES SENSE approach … TM Meaning-based Instruction Evidenced-based Increasing learn-ability Differentiating curriculum Thinking very carefully about what students need to know

5. The MAKES SENSE approach … TM Meaning-based Instruction Evidenced-based Increasing learn-ability Differentiating curriculum Thinking very carefully about what students need to know Finding out what students already know

6. The MAKES SENSE approach … TM Meaning-based Instruction Evidenced-based Increasing learn-ability Differentiating curriculum Thinking very carefully about what students need to know … Targeting essential information - big ideas & critical concepts- Finding out what students already know …

7. The MAKES SENSE approach … Writing Strategies Reading Strategies Vocabulary Strategies Content Strategies TM Meaning-based Instruction Evidenced-based Increasing learn-ability Differentiating curriculum Thinking very carefully about what students need to know … Targeting essential information - big ideas & critical concepts- Finding out what students already know … Teaching strategies rather than skills

8. The MAKES SENSE approach … Thinking very carefully about what students need to know … Targeting essential information - big ideas & critical concepts- Finding out what students already know … Teaching strategies rather than skills Using the state course of study TM Meaning-based Instruction Evidenced-based Increasing learn-ability Differentiating curriculum

9. The MAKES SENSE approach … TM Differentiating curriculum Meaning-based Instruction Evidenced-based Increasing learn-ability

10. The MAKES SENSE approach … Reducing information processing demands TM Differentiating curriculum Meaning-based Instruction Evidenced-based Increasing learn-ability

11. The MAKES SENSE approach … Reducing information processing demands Increasing clarity of to-be-learned info TM Differentiating curriculum Meaning-based Instruction Evidenced-based Increasing learn-ability

12. The MAKES SENSE approach … Reducing information processing demands Increasing clarity of to-be-learned info Making a strategy’s steps explicit & memorable TM Differentiating curriculum Meaning-based Instruction Evidenced-based Increasing learn-ability

13. The MAKES SENSE approach … Reducing information processing demands Organizing information into recognizable patterns Increasing clarity of to-be-learned info Making a strategy’s steps explicit & memorable TM Differentiating curriculum Meaning-based Instruction Evidenced-based Increasing learn-ability

14. The MAKES SENSE approach … TM Differentiating curriculum Meaning-based Instruction Evidenced-based Increasing learn-ability Reducing information processing demands Organizing information into recognizable patterns Increasing clarity of to-be-learned info Making a strategy’s steps explicit & memorable Meaningful, intentional learning experiences

15. The MAKES SENSE approach … TM Differentiating curriculum Increasing learn-ability Meaning-based Instruction Evidenced-based

16. The MAKES SENSE approach … Connecting new ideas to students’ background knowledge & experiences TM Differentiating curriculum Increasing learn-ability Meaning-based Instruction Evidenced-based

17. The MAKES SENSE approach … Teaching for relational understanding Connecting new ideas to students’ background knowledge & experiences TM Differentiating curriculum Increasing learn-ability Meaning-based Instruction Evidenced-based

18. The MAKES SENSE approach … TM Differentiating curriculum Increasing learn-ability Meaning-based Instruction Evidenced-based Teaching for relational understanding Connecting new ideas to students’ background knowledge & experiences How ideas are related

19. The MAKES SENSE approach … Teaching for relational understanding How ideas are related Connecting new ideas to students’ background knowledge & experiences TM Differentiating curriculum Increasing learn-ability Meaning-based Instruction Evidenced-based

20. The MAKES SENSE approach … Teaching for relational understanding Connecting new ideas to students’ background knowledge & experiences TM Differentiating curriculum Increasing learn-ability Meaning-based Instruction Evidenced-based How ideas are related

21. The MAKES SENSE approach … Teaching for relational understanding Connecting new ideas to students’ background knowledge & experiences TM Differentiating curriculum Increasing learn-ability Meaning-based Instruction Evidenced-based How ideas are related

22. The MAKES SENSE approach … Teaching for relational understanding Connecting new ideas to students’ background knowledge & experiences TM Differentiating curriculum Increasing learn-ability Meaning-based Instruction Evidenced-based How ideas are related

23. The MAKES SENSE approach … Summarizing Predicting Visualizing Explaining Questioning Organizing TM Differentiating curriculum Increasing learn-ability Meaning-based Instruction Evidenced-based Teaching for relational understanding Connecting new ideas to students’ background knowledge & experiences How ideas are related Maximizing student elaboration of information

24. The MAKES SENSE approach … I do it We do it Y’all do it You do it TM Differentiating curriculum Increasing learn-ability Meaning-based Instruction Evidenced-based Maximizing student elaboration of information Scaffolding assistance & difficulty Teaching for relational understanding Connecting new ideas to students’ background knowledge & experiences How ideas are related

25. The MAKES SENSE approach … TM Differentiating curriculum Increasing learn-ability Meaning-based Instruction Evidenced-based Semantic-to- episodic memory links Connecting new ideas to students’ background knowledge & experiences Teaching for relational understanding Maximizing student elaboration of information Scaffolding assistance & difficulty How ideas are related

26. The MAKES SENSE approach … TM Differentiating curriculum Meaning-based Instruction Increasing learn-ability Evidenced-based

27. The MAKES SENSE approach … Has a very different orientation to accommodations The focus is NOT on watering-down the curriculum Rather, the focus is on strategies that water-up the curriculum

28. The MAKES SENSE approach … Focuses on evidence-based strategies that provide a lot of bang-for-the-buck for every student … They make sense to teachers because they have high utility for the whole class Strategies are designed to help students make sense of complex ideas & processes

29. The MAKES SENSE approach … In part, it’s a collection of cool & powerful teaching tools In part, it’s a curriculum because students learn new strategies & thinking skills In part, it’s a teaching philosophy

30. The MAKES SENSE approach … Highly compatible with other validated robust intervention models U. Kansas Content Enhancement Model Cooperative Learning Peer-assisted Learning Strategies (PALS) Strategies That Work Inspired by the work of… Keith Lenz, Don Deshler, Jan Bulgren, Jean Schumaker (KU-CRL) Anita Archer Mike Pressley

31. Students typically value the strategies Like the clarity MSS brings to what they need to learn Generally enjoy the thinking aspects Sometimes not terribly fond of having to work harder The MAKES SENSE approach …

32. Teachers value the impact on student outcomes Like to clarity MSS brings to their instruction View MSS as excellent for co-planning & collaboration Most concerned with “front-end loading” & time for planning About 20% of the teachers require very little staff development About 60% require on-going training & support About 20% resist using the strategies The MAKES SENSE approach …

33. Four big ideas Thinking to learn Learning to think Elaborating to learn Learning to elaborate Organizing to learn Learning to organize Processing information to learn Learning to process information TM