1. Lesson Design Day 3 Induction Maureen Gradel Staff Developer Pennsbury School District

2. Welcome! Please… w Sign-in for either Act 48 hours or Stipend w Find your assigned seat w Help yourself to refreshments w Catch up with your table group w Peruse the provided sponge activities w Review pages 1-3 in the Day 3 Workshop booklet on Lesson Design

3. Sponge Activities w Better Teaching Tip Calendar w Better Teaching articles w Print and wiki resources w Spring Needs Assessment

4. Reminders… w The video lesson is due by March 24, 2011. w Lessons should be taped and submitted via dvd, flash drive, or email. NO VHS TAPES!!! w Demonstration teacher observations are due by April 29, 2011. w If necessary, sign-up on MLP for the April 25 th Trade Day. w Complete and turn-in the Spring Assessment.

5. Agenda w Welcome/Reminders/Objectives w Lesson Design Review/Share w Active Participation w Checking for Understanding w Cooperative Structures w Questioning w Assignment w Closure

6. Objectives Participants will be able to… w Review lesson design topics w Brainstorm ways to check for understanding w Create various levels of questioning for upcoming lessons w Examine ways to encourage active participation w Review Cooperative Learning structures

7. LESSON DESIGN INPUT GUIDED PRACTICE CLOSUR E

8. Lesson Design Review FAT FAT Questions w HOTS w Lengthier responses Skinny Questions w LOTS w Brief responses

9. T-Chart w Write the name of the skill to be practiced and draw a large T underneath. w Title the left side of the T and the right side of the T. w Have students generate and list ideas on each side of the T- Chart.

10. Send-A-Problem w Refer to the Cooperative Learning job aid provided. FATskinny w Use the index cards and markers at each table to create FAT and skinny questions about your assigned topic. w 2 questions per index card (1 of each kind – fat/skinny) per person. w Be sure to include a verified response to each (once a consensus has been reached).

11. Table Share w Discuss with your table group the lesson you prepared that focused on Input and Modeling; and incorporated a Graphic Organizer. w How did the students respond to the lesson?

12. LESSON DESIGN FORMAT Anticipatory Set Objective Purpose Input Modeling Check For Understanding

14. 3 Minute Pause w Find a partner. Assign A to one person and B to the other person. w While watching the video clip, Person A should list some examples of fat questions and skinny questions Person B should identify/list some examples of ways that this teacher checks for understanding

15. Formative Assessment Clip – PDE SAS Mathematics

16. Assignment Bring these results to Session B for discussion: Using the provided Reflection Sheet, you are to keep a record of the ways you are… checking for understanding 10 questions asked and the type (fat/skinny) for each

17. Check for Understanding w Active Participation Critical attributes Covert vs. overt Abuses Wait time w Questioning Bloom’s Taxonomy Dignifying responses w Cooperative Structures w Monitoring and Adjusting

18. Come on, you’re the action word………move a little.

19. Critical Attribute is “Mental Involvement” CRITERIA 1. Consistent involvement 2. Minds of all of the learners 3. Behavior must be on the learning 4. Ultimately must be overt

20. Think-Pair-Share w Think of and script out (pg. 10) an example of how you use active participation in your classroom. w Share your example/statement with a partner.

21. Wikispace Assignment #1 Before Session B, go to our wikispace Day 3 page to complete the at- home assignment on Active Participation. http://pennsburyinductionyear1.wikispaces.com

22. COVERT / OVERT COMBINATIONS 1. Overt from ONE……. ……covert from ALL. 2. Overt from ALL…….. ……..covert from ONE. 3. Overt from ALL…….. ……….covert from ALL.

23. Overt from ONE….. …..covert from ALL Teacher statement: “Will you all please think of the answer to the question, {pause} and John you answer the question.”

24. Overt from ALL….. …..covert from ONE Teacher statement: “John, step over here with me, and listen to the song as the rest of the class sings it to us.”

25. Overt from ALL….. …..covert from ALL Teacher statement: “Will all of you please think of the words to the preamble, and now in unison, let’s say it together.”

26. ABUSES OF ACTIVE PARTICIPATION w Using respondent’s name before asking the question (Jim, name the capital of Minnesota.) w Using a patterned student selection. (Ex: going up and down the rows for answers.) w Prompting the better student, not prompting the poor student with the answer. w Inappropriate wait time (research shows the average to be about one second). w Calling only on volunteers. w Calling on the same students regularly. w Lack of variety of participation techniques used. w Active responses which are irrelevant to the purpose of the lesson.

27. WAIT TIME Teacher Statistics w Wait time #1 = 1 second w Wait time #2 =.9 seconds w On average, 3-10 questions are asked in a minute w Up to 400 questions can be asked in a short class session w Repeats (mimics) every student response w 25 % of praise words are very good and wonderful w Rewards indiscriminately w Looks for the answer

28. How to Use Wait Time w Wait at least three seconds after asking a question to let the student begin a response. w Wait at least three seconds after any response before continuing the question or asking a new one. w Avoid verbal signals (positive or negative) when asking questions. Most common…Isn’t it true that…? and Think! w Eliminate mimicry (repeating the response the student just made). w Eliminate verbal rewards (Okay, Good, Correct) and negative sanctions (Yes, but…).

29. Roundtable Strategy w Refer to the Cooperative Learning job aid. w Materials: one paper, one pen. w Pass the paper around the table, allowing for each group member to list a contribution.

30. Benefits of Wait Time - Student w The length of the students’ responses are increased. w The number of freely offered and appropriate student responses, unsolicited by the teacher, are increased. w Failure to respond - I don’t know or no answer are decreased. w Inflected responses are decreased, thus students appear more confident in their answers. w The number of speculative responses are increased, thus students appear to be more willing to think about alternatives explanations. w Children work together more at comparing data. w Children make more inferences from evidence. w The frequency of questions raised by students are increased. w The frequency of responses by students who were rated “slow” are increased.

31. Benefits of Wait Time - Teacher Teachers become more flexible in their responses; more willing to listen to diverse answers and to examine their plausibility. Teachers’ questioning patterns become more manageable; questions decreased in number, but showed greater variety and quality. There is some evidence that teachers raise their expectations of students who had been rated as relatively “slow.”

32. Wikispace Assignment #2 Before Session B, go to our wikispace Day 3 page to complete the at- home assignment. http://pennsburyinductionyear1.wikispaces.com/Day+3+Workshop

33. 4 Steps to Monitor and Adjust 1.Elicit overt behavior. 2. Check overt behavior. 3. Interpret response. 4. Act on interpretation. a. continue b. practice c. reteach d. quit

34. Questioning is the heart of teaching. Asking questions is one of the most effective means of stimulating thinking and learning. Therefore, the art of questioning should become a prime goal for all educators.

35. “Think of this as a TV talk show. The band and the audience are off-camera, and you are my guests who’ll answer my questions.”

36. “He’s at that age where he asks TOO many questions and he questions TOO many answers.”

37. QUESTIONING w Motivates students. w Keeps students on task. w Alerts students to the important information in a lesson/activity/textbook. w Involves students actively in their learning. w Provides practice on curriculum content. w Gives feedback to students on how well they are learning and what they have to study further. w Provides positive reinforcement to students who answer correctly. w Provides diagnostic information about students’ progress.

38. Student-Generated Questions w How do you encourage student- generated questions in your classroom? w Random Response with Grouping Pencils

39. Bloom’s Taxonomy w Knowledge w Comprehension w Application w Analysis w Synthesis w Evaluation w Recall w Explain w Use w Relationships w Create w Judgements

40. DIGNIFYING ERRORS WELL, IT’S NOT EXACTLY WHAT WE ARE LOOKING FOR IN FIRST GRADE…………………BUT IT SHOWS GOOD WORK.

41. “There is no such thing as a wrong answer. However, if there were such a thing, that certainly would have been it.”

42. Dignify Prompt Redirect Held Accountable Success STEPS IN DIGNIFYING A RESPONSE

43. Welcome Back - Session B! Please… w Sign-in for either Act 48 or Stipend w Find your seat assignment w Help yourself to refreshments w Discuss the wikispace assignments with your table w Share and discuss your Reflection Sheet information with your table

44. Agenda w Welcome/Reminders/Objectives w Lesson Design Review/Share w Active Participation w Checking for Understanding w Cooperative Structures w Questioning w Assignment w Closure

45. Objectives Participants will be able to… w Review lesson design topics w Brainstorm ways to check for understanding w Create various levels of questioning for upcoming lessons w Examine ways to encourage active participation w Review Cooperative Learning structures

46. Don Little Teaching Chess Step by Step

47. Dignifying Errors w Find a partner w Sit back-to-back w Partner A asks Partner B questions 2-5 and employs any necessary steps to dignifying a response. w Partner B asks Partner A questions 6-9 and employs any necessary steps to dignifying a response.

48. Questioning Activities w Think Trix w Question Matrix

49. 3 Step Interview w Refer to the Cooperative Learning job aid. w Interview a partner about the Think Trix. w Reverse and now interview about the Question Matrix. w Share as a group, roundrobin style.

50. What is Cooperative Learning? 5 Elements w Positive Interdependence w Face to Face Interaction w Individual Accountability w Social Skills w Group Processing

51. Numbered Heads w Refer to the Cooperative Learning job aid. w Each student in the group should receive a number. w Once the problem is presented, put heads together to come up with the response. w The person whose number is called, responds for the group.

52. Cooperative Learning Video Clip Middle School Asteroid Speed Lab

53. Cooperative Structures Talk Walk Take a Talk Walk with a partner. Discuss the various options in the Cooperative Learning job aid. Do you use these already? If so, how?

54. Assignment w Prepare a full lesson plan using the provided Lesson Planning Template (also found on our Day 3 page of the wikispace). w I will be in to observe this lesson, followed by a conference. w Special focus will be on the use of Checking for Understanding Active Participation Questioning Cooperative Learning Structures

55. Inside/Outside Circle w Refer to the Cooperative Learning job aid. w Each student will be handed an index card with a question on one side and a response on the other. w Each student will be assigned to either the inside or the outside circle.

56. Closure Assignment Before leaving tonight, go to the Day 3 page of our wikispace and complete the Closure assignment. www.pennsburyinductionyear1.wikispaces.com