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Declarative lessons secondary

Declarative lessons secondary. Melanie Quave RISE Educational Services. Which lesson focuses on the student knowing something and which one is a skill they will have to practice?.

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Declarative lessons secondary

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  1. Declarative lessonssecondary Melanie Quave RISE Educational Services

  2. Which lesson focuses on the student knowing something and which one is a skill they will have to practice? Discuss the expansion of Muslim rule through military conquests and treaties, emphasizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic Language. (History 7th) Determine a theme of a text and analyze its development over the course of the text. (ELA 8 RL2)

  3. Most methods courses and texts about lesson design focus primarily on Procedural lessons (where students are asked to DO something at the end of the lesson). Much less emphasis is placed on Declarative lessons (where the end goal for the lesson is that students KNOW something)

  4. Q: Who teaches declarative lessons? A: Every subject area, though most are found in science/history. Examples: Math: Classify shapes by properties of their lines and angles. ELA: Describe the overall structure of events, ideas, concepts, or information in a text.

  5. LESSON TYPES “Do” DECLARATIVE PROCEDURAL ”Know” Emphasis on Skill Emphasis on Concept Analyze the influences of Confucianism and changes in Confucian thought during the Sung and Mongol periods. ( Hist 7.3) Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.6-8 RST.2 Students know the role of mitochondria in making stored chemical-bond energy available to cells by completing the breakdown of glucose to carbon dioxide. (Sci Bio) Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them. 9-10 RH.3

  6. Social Studies/Science • Appropriate declarative lesson where students extract information themselves the majority of the time. • Checking for understanding that holds all students accountable • Students spend time with primary and secondary sources and analyze adequacy, appropriateness and accuracy of information

  7. Social Studies/Science • Tilt towards lecture being no more than 30% of delivery method • Groups working collaboratively with equitable accountability • Minimize arts and crafts portion of social studies/science • The content changes from year to year. The skills transfer… re-think balance between content and thinking like a historian or scientist

  8. Lecturing on content is not sufficient and by itself encourages rote rehearsal. Students will need to access information from multiple sources and engage with the content more elaborately. They will need to write regularly and assessments will need to extend beyond recall.

  9. The terms “Modeling” and “Guided Practice” imply the learner is practicing a skill, which seems less applicable when learning a new set of facts or concepts. For example, if the learning objective is “Differentiate the characteristics of meiosis and mitosis” (7thSci) or “Describe the Compromise of 1850” (8thHist). How does one model that?

  10. How do I model that? In every subject, the teacher brings an expertise developed by context that can help the learner narrow down what is truly essential to know about that new content. Similarly, the teacher groups the information in his or her brain, knowingly or not, in a way that helps bring the information up as part of a whole, and not as disconnected facts.

  11. How do you effectively model in a declarative lesson?

  12. Or ways to keep your students from going into a “COMA”

  13. DECLARATIVE ”Know” Emphasis on Concept Which method will incorporate skills you taught in your RI or Literacy lessons? Access Receive Choose Graphic Organizer Choose Markers Plan Think Aloud Choose Delivery Method Choose Graphic Organizer Plan mnemonic Plan Contextualized example Plan Gradual Release Plan Structured Academic talk Plan CFU Methods Plan how big of a chunk to present Plan Structured Academic Talk Plan CFU Methods

  14. SAMPLE LESSON

  15. Learning Objective • Describe the interior parts and functions of the brain

  16. The interior parts of the brain • There are 4 major interior parts of the brain. Each part contains smaller brain structures or important systems, has a specific function, and is in a specific place. • The Brain Loves Connections and Cooperation

  17. Parts of the Brain

  18. 11 of the 12 body nerves end here, houses the reticular activating system (RAS) Monitors and controls respiration, heartbeat, body temperature, and digestion Deep within the brain Contains/ Structures Function Location

  19. Monitors and controls respiration, heartbeat, body temperature, and digestion Deep within the brain 11 of the 12 body nerves end here, houses the reticular activating system (RAS) Controls emotions and processes emotional memories A system of structures above the brainstem Thalamus Contains/ Structures Hypothalamus Hippocampus Amygdala Function Location

  20. 2 hemispheres, corpus callosum, cortex Controls thinking, memory, speech, and muscular movement Largest part of the brain Monitors and controls respiration, heartbeat, body temperature, and digestion Deep within the brain 11 of the 12 body nerves end here, houses the reticular activating system (RAS) Thalamus, Hypothalamus, Hippocampus, Amygdala, Controls emotions and processes emotional memories A system of structures above the brainstem Contains/ Structures Function Location

  21. 2 hemispheres, corpus callosum, cortex Controls thinking, memory, speech, and muscular movement Largest part of the brain 2 hemispheres Coordinates movement, and helps perform complex motor tasks Below the cerebrum, behind the brainstem Monitors and controls respiration, heartbeat, body temperature, and digestion Deep within the brain 11 of the 12 body nerves end here, houses the reticular activating system (RAS) Thalamus, Hypothalamus, Hippocampus, Amygdala, Controls emotions and processes emotional memories A system of structures above the brainstem Contains/ Structures Function Location

  22. Let me show you one….. • Which part of the brain controls my breathing? • The Brain Stem

  23. Your turn… • Which part of the brain in the largest part and controls thoughts and actions?

  24. Your turn… • This part of the brain includes the thalamus and hippocampus.

  25. Your turn… • Which part of the brain helps you perform complex tasks?

  26. Your turn… • This part of the brain is deep within the brain.

  27. Your turn… • Which part of the brain controls emotions?

  28. Your turn… • This part of the brain is behind the brainstem and is divided into two hemispheres.

  29. Your turn… • Tell your partner the function of the Limbic System.

  30. Your turn… • Tell your partner the function of the Cerebrum.

  31. Your turn… • Tell your partner the function of the Brainstem.

  32. Your turn… • Tell your partner the function of the Cerebellum.

  33. A few questions….. • What was our objective today? • What are the main interior parts of the brain? • How can we remember those main parts? • Partner A tell the functions of B and L. Partner B tell the functions of C and C.

  34. On your own… • Label a diagram of the brain and include a description of each brain part’s function and smaller structures. • Write a paragraph summarizing each interior part of the brain. • Tree map activities

  35. Common Graphic Organizers

  36. Mnemonic Devices From the Greek “MNEMA” – to remember Increased rate of storage Reduction, rhyming, & replacement Physical movement attached to learning

  37. Reduction • PEMDAS • Parenthesis, Exponents, Multiplication, Division, Addition, Subtraction • PMAT - Stages of mitosis (prophase, metaphase, anaphase, telephase) • FAN BOYS • Common conjunctions (for, and, nor, but, or, yet, so) • OIL RIG -oxidation it loses, reduction it gains (chemistry: electrons)

  38. Rhyming • In 1492… • Isosceles, 2 angles have equal degrees • Divorced, beheaded, died, divorced, beheaded, survived (the wives of Henry the Eighth) • If it’s how you feel or where you are, always use the verb estar.

  39. Replacement • My very excellent mother just served us noodles (planets) • Kings play chess on four green stools (kingdom, phylum, class, order, family, genus, species) • Two old angels skipped over heaven carrying ancient harps tangent: opposite/adjacent sine: opposite/hypotenuse cosine: adjacent/hypotenuse

  40. Standard: Students know the characteristics that distinguish plant cells from animal cells, including chloroplasts and cell walls.

  41. Steps: • Determine how much of the standard to teach in the lesson. • Determine the type of information it is (comparative, causal, sequential, categorical). • Determine delivery method. • Determine how to model (COMA)

  42. Standard: Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile. Steps: • Determine how much of the standard to teach in the lesson. • Determine the type of information it is (comparative, causal, sequential, categorical). • Determine delivery method. • Determine how to model

  43. Standard: Describe the relationship between the moral and political ideas of the Great Awakening and the development of revolutionary fervor. Steps: • Determine how much of the standard to teach in the lesson. • Determine the type of information it is (comparative, causal, sequential, categorical). • Determine delivery method. • Determine how to model

  44. Standard: Students know the general structures and functions of DNA, RNA, and protein. Steps: • Determine how much of the standard to teach in the lesson. • Determine the type of information it is (comparative, causal, sequential, categorical). • Determine delivery method. • Determine how to model

  45. Standard: Analyze the influences of Confucianism and changes in Confucian thought during the Sung and Mongol periods. Steps: • Determine how much of the standard to teach in the lesson. • Determine the type of information it is (comparative, causal, sequential, categorical). • Determine delivery method. • Determine how to model.

  46. Standard: Describe how a text presents information (e.g., sequentially, comparatively, causally).. Steps: • Determine how much of the standard to teach in the lesson. • Determine the type of information it is (comparative, causal, sequential, categorical). • Determine delivery method. • Determine how to model.

  47. What is Guided Practice in a Declarative Lesson? Learners aren’t practicing a skill. They are more fully engaging with the big idea. This should include multiple methods of rehearsal including Review information Make sense of information Elaborate on the details Assign value and relevance Instructional implications of the OWLS

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