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Instructional Routines

E ffective I nstruction S eries 2012-2013. Instructional Routines. Lesson Structure. Bell Ringer Clock Partners – 12:00. Craft Knowledge Think – Pair – Share (Wait-Time Extended). Think – What strategies/routines have you observed today that are applicable to your teaching assignment?

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Instructional Routines

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  1. EffectiveInstructionSeries 2012-2013 Instructional Routines Lesson Structure

  2. Bell Ringer Clock Partners – 12:00

  3. Craft KnowledgeThink – Pair – Share (Wait-Time Extended) • Think – What strategies/routines have you observed today that are applicable to your teaching assignment? • Name it. • Describe it. • Say why it’s good. • Pair – Discuss your ideas. • Share – Share one idea when prompted. Record craft techniques that you want to remember!

  4. Objectives You will… • Identify and explain research-based ways to boost retention. • Lesson structure • Apply active participation techniques to engage more students more often with more purpose.

  5. Fire Your Neurons!Think - Write • Think of a lesson structure you know well. • Write the essential steps of the lesson structure.

  6. Research/Literature Base • Instructional Theory Into Practice ITIP (Hunter, 1982) • Teaching Schema for Master Learners TSML (Pollock, 2007) • How the Brain Learns, adapted from ITIP (Sousa, 2006) • The Art and Science of Teaching (Marzano, 2007) • Explicit Instruction: Effective & Efficient Teaching (Archer & Hughes, 2011)

  7. Lesson Structure Components Objective Set New information (I do it. We do it.) Application (We do it. You do it.) Closure

  8. Explicit Instruction (Archer & Hughes, 2007) Lesson Structure Models for • Skills & Strategies • Vocabulary & Concepts • Rules (of content) www.explicitinstruction.org

  9. Lesson Structure Components Opening • Attention • Review (interactive) • Preview Body • Skill or Strategy: I do it. We do it. You do it. • Fact: Tell. Rehearse. • Rules: Introduce rule. Illustrate with examples & non-examples. Guide analysis of examples & non-examples. Check understanding. • Vocabulary: Introduce word. Provide student-friendly meaning. Provide examples & non-examples. Check understanding. Closing • Review (interactive) • Preview

  10. Lesson Structure ComponentsCloze Review Opening • _____________ • _____________ (interactive) • _____________ Body • Skill or Strategy: ________. _________. ________. • Fact: Tell. ________. • Rules: Introduce rule. Illustrate with examples & non-examples. Guide analysis of examples & non-examples. Check understanding. • Vocabulary: Introduce word. Provide student-friendly meaning. Provide examples & non-examples. Check understanding. Closing • _____________ (interactive) • _____________

  11. EffectiveInstructionSeries 2012-2013 Instructional Routines Active Participation

  12. Checking for UnderstandingYes - No – Why? & Sentence Stems Yes, I agree with this assertion because… or No, I don’t agree with this assertion because… • Having students raise their hands to respond to questions/prompts is an effective way of checking for understanding and increasing student engagement.

  13. Yes - No – Why? • posing a stimulating question or statement for which students must take a position and formulate reasoning

  14. Objectives You will… • Identify and explain research-based ways to boost retention. • Lesson structure • Apply active participation techniques to engage more students more often with more purpose. • Eliciting student responses (verbal, structured partners)

  15. 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)

  16. Frequent Checks for Understanding • What: • teacher solicited, observable evidence of student understanding or processing of new information • student response to instruction (must say, write, do) • Why: • appropriate adjustment of instruction (differentiation) • increase focus • long-term memory requires reorganization / accurate practice of new information

  17. APL (Sharer, Anastasio, & Perry, 2007, p. 87-88) 10-2 (5-1) Ratio • For every ten minutes of instruction, take two minutes to check for understanding (5-1 for younger students). • All students • Overt participation • Directly related to objective • “Pause Procedure”

  18. Reception CheckCell Phone Reception Check Full Bars… or No Signal? Can you hear me now?

  19. 10-2 (5-1) RatioCloze Review • For every ___________ of instruction, take __________ to check for understanding (5-1 for younger students). • ____________ • ________ participation • Directly related to __________

  20. Perception Checks What: How: cell phone reception check oil check, windshield check weather report thumbs up fist of five many others Asking students to rate their perception of readiness or understanding

  21. Show Me! • Augment effectiveness of perception check • How well could you recall 10-2 / 5-1 to teach it to a classmate? • perception check (e.g., Fist to Five) • Show Me! • each student demonstrates • response boards, written response

  22. What will I do to engage students? What do I typically do to manage response rates? (Marzano, “Teacher Scales for Reflective Practice” p. 185)

  23. Ways Students Can Respond more students responding accurately more often • Verbal Responses • Written Responses • Action Responses

  24. 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

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

  26. 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

  27. 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

  28. 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)

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

  30. Sentence StemsExamples Somebody (people)… wanted (motivation)… but (conflict)… so (resolution)… • 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.” Something (independent var.)… happened (change)… and (affect on dependent var.)… then (conclusion)…

  31. (Study) Tell – Help – Check Study: • each studies topic/question for a few minutes (opt.) Tell: • teacher designates partner to recall information Help: (other partner) • assists (asks questions, gives hints, tells more) • respectfully agrees or disagree with reasons Check: • together check notes / display, each corrects written record

  32. Individual Turns • calling on individual students when answers are long or different • (best) after written/structured partner response • Why? • voice (rehearse) accurate information • voice multiple perspectives • some individual accountability (though few students)

  33. Individual Turns • Intentional (or Purposeful) Selection • students with accurate answer (partners, writing, interview) • accurate rehearsal • Random Selection (or “faux random”) • teacher calls on students • focus (everyone is on-the-hook) • Volunteer Selection • students volunteer • opportunity for elaboration, more voices in the room

  34. Prompt / ask ALL students. Pause (3+ seconds). Put students on-the-clock. e.g., “You have 30 seconds to share your answer with your partner.” Students share their thoughts with a partner. Select student(s) to respond. APL (Sharer, Anastasio, & Perry, 2007, p. 80-85) Interaction Sequence • Monitor & Conference • Check student answers • Probe • Provide answers when missing • Take note of good responses 1. Intentional Selection 2. Random Selection 3. Volunteer Selection

  35. APL (Sharer, Anastasio, & Perry, 2007, p. 32-34) Pass Option • Best as temporary exit • “Tell me one thing you heard _(the previous responder)_ say.” • “Tell me the best answer you’ve heard so far.” • Look it up in notes • Requires teaching • Explain why • Teach what it looks like / sounds like • Communicate its temporary nature

  36. Craft KnowledgeThink – Ink – Link • Think– What strategies/routines have you observed today that are applicable to your teaching assignment? • Name it. • Describe it. • Say why it’s good. • Ink– Record at least two in your Craft Knowledge Record • Link– Give One – Get One (2-3 people)

  37. Written Response • Prompting students to write brief responses when answers require elaborative rehearsal or are divergent Why? • writing first increases thinking, accountability, focus • provides teacher with concrete feedback • connects written language to oral language

  38. Statements of Learning • In one sentence and in your own words, explain what you learned about ___ as a result of our lesson. • Specify that students must include what they learned about the specific concept • Not: I learned how to summarize. • Instead: (I learned that) to summarize I should keep important information, get rid of unimportant stuff, and replace specific lists with general words. • Monitor and provide feedback! • Use quick desk checks, listen to groups • Address misconceptions • Model, provide examples • Use as exit ticket

  39. Consider a chunk of information. Write a short headline to summarize the information. Noun Action Verb Object Write A Headline Death, Insanity Dominate Shakespearean Tragedy

  40. Identify one word that sums up a particular concept or lesson Explain your choice in writing to a partner in a picture One-Word Summary • Most Important Step! • isolation of critical • attributes • relevance, validity

  41. Draw or find a picture, diagram, or chart to represent the new information or concept. Explain your choice in writing to a partner or group Nonlinguistic Representation • Most Important Step! • isolation of critical • attributes • relevance, validity

  42. Graphic Organizer: Concept Map

  43. Non-Essential Characteristics Essential characteristics or definition in your own words. topic Examples Non-Examples Frayer Model

  44. Lotus Notes

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