March 2014 Presentation

NON-DISTRICT SCHOOLS
PLC
{PROFESSIONAL LEARNING
COMMUNITY}
MARCH 12, 2014
MEANINGFUL ACCESS TO THE
GENERAL EDUCATION
CURRICULUM…
 PLEASE TAKE SEVERAL MINUTES TO READ THE
HANDOUT FROM THE ASSOCIATE COMMISSIONER OF
SPECIAL EDUCATION
 KINDLY SHARE-OUT YOUR PERSPECTIVES & KEY TAKEAWAYS
ACCESS
ACCESS
ACCESS
STUDENTS WHO ARE COLLEGE &
CAREER READY IN READINGWRITING-SPEAKING-LISTENINGLANGUAGE
PROJECTED STUDENT COMPETENCIES:
 THEY DEMONSTRATE INDEPENDENCE
 THEY BUILD STRONG CONTENT KNOWLEDGE
 THEY RESPOND TO THE VARYING DEMANDS OF AUDIENCETASK-PURPOSE-DISCIPLINE
 THEY COMPREHEND AS WELL AS CRITIQUE
 THEY VALUE EVIDENCE
 THEY USE TECHNOLOGY AND DIGITAL MEDIA
STRATEGICALLY AND CAPABLY
 THEY COME TO UNDERSTAND OTHER PERSPECTIVES &
CULTURES
Unpacking the CCLS & CDOS
Standards
THE GOAL IS TO IDENTIFY KEY SKILLS & CONCEPTS THAT
ALIGN TO THE STANDARDS:
 RATIONALE…TO ENHANCE STUDENT ACHIEVEMENT BY
SPECIFYING WHAT A STUDENT MUST KNOW, MUST
UNDERSTAND, AND MUST BE ABLE TO DO!
 THE BOTTOM LINE…COMPREHENSION & PERFORMANCE
CONSIDER ANY
SELECTED
STANDARD:
 WHAT WOULD STUDENTS NEED TO KNOW?
{THE NOUN}KEY VOCABULARY; REMEMBERING/KNOWLEDGE;
UNDERSTANDING/COMPREHENSION
 WHAT WOULD STUDENTS NEED TO DO?
{THE VERB}ANALYZING; EVALUATING; CREATING
COMMON CORE “UNPACKING”
TEMPLATE
STANDARD_______
DESCRIPTION_________________
GRADE_____
WHAT STUDENTS NEED TO DO:
WHAT STUDENTS NEED TO KNOW:
RESOURCES TO BE UTILIZED:
PRACTICEPRACTICEPRACTICE
TURN TO A PARTNER AND SPEND 5 MINUTES PRACTICING
“UNPACKING” SKILLS FROM THIS STANDARD:
Describe characters in the story Goldilocks & the Three
Bears (e.g. their traits, motivations, feelings) and explain
“how” their actions contribute in the sequence of events
ACTIVATING PRIOR
KNOWLEDGE {APK}
VIDEO CLIP:
“HOW WE LEARN…SYNAPSES & NEURAL PATHWAYS”
Activating Prior Knowledge
 Activating Prior Knowledge (APK) is used to provide a
connection between something students already know
and the new content you are planning to teach. It
facilitates the retrieval of pertinent information from
students’ long term memories that will make it easier for
them to learn and retain the new content…
9
Source: Explicit
Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational
Research, © 2009
Why Activate Prior Knowledge?
 The brain wants to integrate new information with what
it already knows. So, when you APK, you are preparing
minds to accept and retain new information
10 Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational
Source: Explicit
Research, © 2009
Different “connections”
 When you APK, you can activate either…
The lesson’s concepts, &/or
The lesson’s skills
11 Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational
Source: Explicit
Research, © 2009
Pathways for activation…
 Universal experience - activating something from a
student’s prior life experiences that is related to the new
learning
 Sub-skill review - re-teaching of a pertinent sub-skill
needed for a new lesson
 Often used to fill in gaps in knowledge or understanding
Source: Explicit Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational
Research, © 2009
12
4 choices of what to activate
Activating Prior Knowledge (APK)
Universal Experience
(prior life experience)
Sub-Skill Review
(prior academic experience)
Concept
Option 1
Option 2
Skill
Option 3
Option 4
Source: Explicit Direct Instruction
(EDI): The power of the wellcrafted, well-taught lesson/John
Hollingsworth and Silvia Ybarra.
DataWORKS Educational
Research, © 2009
STUDENTS & THE VENUES
THEY’RE FAMILIAR WITH…
PLEASE REFER TO HANDOUT
3 Steps for activating prior knowledge
1.
APK of skill or concepts using a universal experience
or a sub-skill review
2.
Facilitate student interaction
3.
Explain the connection to the new lesson
Source: Explicit Direct Instruction
(EDI): The power of the wellcrafted, well-taught lesson/John
15
Hollingsworth
and Silvia Ybarra.
DataWORKS Educational
Research, © 2009
Activate Knowledge, Don’t Assess it!
 When you Activate Prior Knowledge, make sure you are
eliciting students’ existing knowledge. Do not test
students to see if they already know the new content
before you have taught it. Activating Prior Knowledge
makes students brains ready to receive new information.
16 Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational
Source: Explicit
Research, © 2009
Introduce new vocabulary only after you have
activated prior knowledge!
 Prior knowledge must be just that, what the children
know from previous experiences…
 After this knowledge has been transferred into shortterm memory, the child’s brain will be much more
receptive to new, albeit related information. This is the
time to introduce new vocabulary words or new
concepts.
17 Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational
Source: Explicit
Research, © 2009
Ready, Set, Activate…
 How might you activate prior knowledge using the
students’ past experiences (Universal Experiences)?
 How might you activate prior knowledge using a skill or
strategy previously taught in class (Sub-Skill Review)?
SHARE OUT SOME IDEAS…
18
Learning Objectives
 A learning objective is a statement that describes what
students will be able to do successfully and independently
at the end of a specific lesson as a result of classroom
instruction
Examples:
• The students will identify 5 facts and details about the
setting of a story by completing a graphic organizer
• The students will demonstrate an understanding of
photosynthesis by labeling a diagram of a plant
• The students will identify four reasons for
westward expansion by completing a Venn Diagram
19 Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational
Source: Explicit
Research, © 2009
Why are learning objectives
important?
 Learning Objectives ensure that students are taught
concepts and skills
 In the standards, concepts are often found as nouns
 In the standards, skills are often found as verbs
 Clear Learning Objectives focus teacher efforts on specific
concepts and skills needed for independent practice,
making students more successful
 Learning Objectives allow teachers to measure if students
achieve the outcome of the lesson
 Learning Objectives tell students what they are
expected to do
 Correctly designed Learning Objectives ensure that
lessons are on grade level
20 Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational
Source: Explicit
Research, © 2009
Components of a Learning
Objective
 All learning objectives contain a concept {noun}
 All learning objectives contain a skill (measurable
student behavior). The skill is usually a verb…
 Some learning objectives contain a context (condition)
21 Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational
Source: Explicit
Research, © 2009
Learning Objective Concept
 The concept is the main idea in the Learning Objective
 The concept It is usually a noun
 In the Objective “Write a summary of a newspaper
article,” summary is the concept
22 Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational
Source: Explicit
Research, © 2009
Learning Objective Skill
 All learning objectives must contain measurable student
behavior
 This measurable student behavior is usually a skill
 The skill is usually a verb
 In “Write a summary of a newspaper article,” write is
the skill
 The lesson will be designed to teach students exactly
how to write a summary of a newspaper article
 The skill of the Learning Objective should match
what the student is expected to do in independent
practice
23 Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational
Source: Explicit
Research, © 2009
Learning Objective Context
o A context is any specific condition under
which the Objective will be executed
 Often the context describes the resources or methods to
be used
 In “Write a summary of a newspaper article,”
newspaper article is the context
24 Direct Instruction (EDI): The power of the well-crafted, well-taught lesson/John Hollingsworth and Silvia Ybarra. DataWORKS Educational
Source: Explicit
Research, © 2009
ROUNDTABLE DISCUSSION TIME