AN Introduction to Strategic Planning and Teaching

1. AN Introduction to Strategic Planning and Teaching Improving Student Learning at Center Point High School

2. Think-Pair-Share • What is Strategic Teaching? • What are components of Strategic Teaching? • Take a few moments to reflect (Think). • Pair with someone to address components (Pair). • Share out consolidation of thoughts (Share).

3. STRATEGIC TEACHING • Strategic teaching is the process of incorporating purposeful planning, multiple strategies, connected strategies, and explicit instruction to maximize student understanding and retention of the content material.

4. COMPONENTS OF STRATEGIC TEACHING • Purposeful Planning- Choose strategies based on the purpose of the lesson, student data, and the nature of the material being studied. • Multiple Strategies - Incorporate strategies that support various learning styles and modality preferences.

5. COMPONENTS OF STRATEGIC TEACHING • Connected Strategies – Incorporate before, during, and after instruction strategies that include a variety of vocabulary development and writing strategies. • Explicit Instruction – Maximize the understanding and retention of content material through direct explanation, modeling, guided practice, and independent application.

6. What’s the Purpose of Strategic Planning? • We should plan strategically to: • Improve student learning in all classrooms. • Authentically assess our students through all portions of instruction. • Identify gaps in our preparation of students for state assessments. • Speak the same language regarding instruction in Center Point High School.

7. Five Components of A Strategic Lesson • One or more daily outcome(s) based on state standards • Two everyday instructional practices: chunking (breaking text, lectures, video, etc. into small, manageable pieces) and student discussion of concepts • Three parts to a purposeful lesson structure: using connected before, during, and after literacy strategies

8. Five Components of a Strategic Lesson • Four steps to explicit instruction: “I Do”, “We Do”, “Y’all Do”, and “You Do” • Five components of active literacy: talk, write, investigate, read, and listen (TWIRL).

9. Components of Strategic Teaching • Stop and Reflect • Identify the Components of Strategic Teaching • 1 or 2 -----------. • 2 Everyday Practices ------ and --------. • 3 Parts to ----- ------ • 4 Steps to -------- --------- • 5 Components of ----- ------

10. Lesson Planning Questions • What is the difference between the words - learn and memorize? • What should the students learn today as a result of this lesson? • How will this new learning connect/be applicable to the students’ lives? • How long will it take to truly meet this outcome? • How does this lesson connect to state content standards?

11. Lesson Planning Questions • What type of assessment will best determine if the daily outcome has truly been met? •  What will motivate the students to want to participate and learn this outcome? • How will the instruction need to be differentiated to meet the needs of ALL learners in the class? • What vocabulary will need to be learned? How will the students learn this pertinent vocabulary? • Will background knowledge need to be built or used?

12. Lesson Planning Questions • What text can be incorporated with this content? •  How can technology be integrated with this lesson? • Will this lesson provide ample opportunities and contexts for the students to engage in dialogue with each other? • Will this lesson provide ample opportunities for text reading and writing responses?

13. What Should We See in Lesson Plans • Objectives correlated to the ALCOS • Objectives correlated to AHSGE • Literacy Strategies and Purposes • Evidence of Differentiated Instruction • Teaching Method • Explicit Instruction “I Do”, “We Do”, “Y’all Do”, “You Do” • Bloom’s Taxonomy • Teaching Procedure • Modifications, Accommodations, or Interventions • Daily Assessment (Formative Assessments)

14. How Do We Plan Strategically? Step 1: Determine the Outcomes • Decide what it is the students will be able to do as a result of this lesson. • The outcome(s) of the lesson should move the students closer to mastery of content standards. • Decide on assessment(s) that will be used to determine if outcome has been met.

15. Step 2: Plan a Before Instruction Activity (Anticipatory Set) • Consider the purpose of before instruction activities: • Activate prior knowledge • Build background knowledge • Generate questions • Make predictions • Discuss vocabulary • Establish a purpose for the lesson

16. How Do We Determine Outcomes? Utilize the Alabama Course of Study Utilize Jefferson County Curriculum and Pacing Guides Utilize assessment data from the school Utilize Advanced Placement, Ex Ed, and ELL information

17. Plan a Before Instruction Activity (Anticipatory Set) • Consider the content of the lesson: • Is it a new concept to most of the students? If so, plan an activity that will allow students to build some background knowledge about the concept. • Is it a review or continuation of content in which students are familiar? If so, plan an activity that will allow students to activate prior knowledge.

18. Plan a Before Instruction Activity (Anticipatory Set) • Consider the content of the lesson: • Is there vocabulary in the lesson that may be an interference to understanding for some students? If so, plan an activity that will involve discussion of unfamiliar words (helpful to ELL’s and ExEd). • Are there particular parts of the content that need to be emphasized? If so, plan an activity that draws attention to important concepts.

19. Before Instruction Strategy • Previewing the Text • Previewing the text helps students to identify topics and concepts they are likely to encounter as they read. • Previewing helps with student focus, recall and establishes purpose for reading. • Strategic teachers draw attention to the book title and particular sections of the book. • Teachers ask students to determine the general topic that they would expect to find.

20. Before Instruction Strategy • Quick Write • Purposes: To introduce a concept and connect the concept with prior knowledge or experiences and to allow students to discuss and learn from each other. • Procedure: Introduce a single word or phrase to the class.

21. Quick Write • Students copy the concept on index cards. • Students are given two minutes to write whatever comes to their minds relative to the concept. They may write freely using single words, phrases, sentences, etc. • After time is called, students may volunteer to share their thoughts on the subject.

22. Before Instruction Strategy • ABC Brainstorm • Purposes: • To activate prior knowledge about a major topic • To allow students to build background knowledge about a topic through discussion with other students.

23. ABC Brainstorm • Present the topic of the brainstorm to the students. • Students list all the letters of the alphabet down a sheet of paper, leaving room beside each letter to write out the rest of a word or phrase. • Students work individually thinking of as many words as they can that are associated with the topic and write the words beside the appropriate letters. • After a few minutes, let the students pair up or work in small groups to fill in blank letters they have not yet completed. • Allow students to share with the entire class possible terms for the different letters of the alphabet.

24. ABC Brainstorm

25. Before Instruction Strategy • Making Predictions • Making Predictions engage readers more fully in noticing and remembering what they read. • Observe the page, book, etc. • Verbally preview the page with students. • Teachers could draw a web on the board, listing the main topic as a hub of the web. • Ask students to call out words that relate to the topic. • Based on the web and prior knowledge ask students to tell what they predict the text might discuss or include.

26. Before Instruction Strategy • Idea Web Water Power

27. Before Instruction Strategy • KWLH Charts • A KWLH chart provides a tangible structure for enhancing students’ involvement in their own reading. • The KWLH charts prompts students to access prior knowledge, identify their own purpose for reading, reflect on and summarize text, and identify unanswered questions. • The KWLH chart provides an opportunity for students to take charge of their own learning by identifying ways to explore topics in greater depth.

28. KWLH Chart K W L H

29. Before Instruction Strategy • Discuss Text Vocabulary • Students must focus on content-area concepts and facts and learn and understand relevant vocabulary to fully comprehend the section content or text. • The teacher may write a word from the section on the board, draw reference to the base word, prefix or suffix. • Teachers ask students to name other words that are related to the word written on the board. • Other students may look up word in the dictionary.

30. Text Vocabulary • During the 1400’s and 1500’s, many Europeans began to call for a reformation in the teachings and practices of the Roman Catholic Church. • Term: Reformation • Prefix: Re • Meaning of prefix: do again • Base word: Form • Explain the meaning of form? • Express how the prefix affects form. • Related words: restructuring; reorganization • Definition of reformation: the act of forming again; to improve

31. TEXT VOCABULARY Quadrilateral

32. Think-Pair-Share • Think. The teacher provokes students' thinking with a question or prompt or observation. The students should take a few moments just to THINK about the question. • Pair. Using designated partners, students PAIR up to talk about the answer each came up with. They compare their mental or written notes and identify the answers they think are best, most convincing, or most unique. • Share. After students talk in pairs for a few moments the teacher calls for pairs to SHARE their thinking with the rest of the class.

33. Before Instruction Strategies • Identify two strategic teaching literacy strategies for the anticipatory set(before instruction strategies) that you will use in your classroom next week to activate prior knowledge and to build background knowledge. • Place strategies and purpose(s) in lesson plans now.

34. Step 3: Plan a During Instruction Activity (Key to Differentiated Instruction) • Consider the purpose of during instruction activities: • Engage with the text or presentation • Verify and formulate predictions • Summarize text or materials presented • Self-monitor comprehension • Construct graphic organizers • Use mental imagery • Integrate new information with prior knowledge

35. Step 3: Plan a During Instruction Activity (Key to Differentiated Instruction) • Consider the content of the lesson: • Isthe text or presentation of material challenging to comprehend? If so, consider an activity that will require students to stop periodically as they read or listen and self-monitor comprehension. • Is the text or presentation structure unfamiliar or challenging to some of the students? If so, consider using a graphic organizer to help students organize information from the text. • Is there a large amount of text to be read or is there a large amount of information to be presented? If so, consider chunking the text or lecture and choose an activity that will allow small groups of students to share important information with the entire class after reading the text or listening to the lecture.

36. During Instruction Activity Strategy • Monitoring Comprehension • Readers monitor their comprehension by asking questions, pausing to reflect on the meaning of the passage and by comparing what they have read with their own experiences and prior knowledge. • Teachers may ask a volunteer to read the passage aloud while students follow along silently. • Teacher gauge comprehension by asking questions about the passage. • Teachers teach skill to students.

37. During Instruction Activity Strategy • Taking Notes • Taking notes keep students engaged as they read and can help them remember important information. Note-taking is most beneficial when students reflect on what they write. • Teachers guide students in noting the headings, subheadings, and bold-faced terms. • Draw a two-column chart, list the topic of the reading. • Students list the main idea on one side, then list the examples and supporting details on the second side.

38. Taking Notes

39. During Instruction Activity Strategy • Outlining • Outlining can provide a structured format for note-taking. It can help students identify and understand the connections between details and larger concepts. • Students scan the lesson to note headings and subheadings. • Students identify subtopics for main topics, then subtopics under subtopics.

40. Outlining • I. Main Topic II. Main Idea       A. Supporting Detail       B. Supporting Detail       C. Another Supporting DetailIII. Next Main Idea       A. Supporting Detail       B. Supporting Detail           1. Minor Detail           2. Minor Detail IV. Another Main Idea       A. Supporting Detail       B. Supporting Detail

41. Outlining: The Bill of Rights • I. Bill of Rights • The Bill of Rights is the first 10 amendments to the U.S. Constitution. It protects fundamental individual rights and liberties. II. History of the Bill of Rights A. James Madison, congressman from Virginia, proposed a series of amendments to the Constitution. B. Committees of the House of Representatives and the Senate rewrote the amendments. C. The House and Senate approved 12 amendments in September 1789. • D. 10 of the 12 proposed amendments were ratified on December 14, 1791. III. Rights Protected by the Bill of Rights

42. Informal Outlining: The Circulatory System • One of the transport systems of the body • 3 functions: • carries food and oxygen to cells • carries away wastes from cells • protects the body from disease 3 parts: heart blood vessels blood One of the parts of the circulatory system is blood 4 parts plasma platelets red blood cells white blood cells

43. During Instruction Strategy • Magnet Summary • On the unlined side of an index card, the student writes 3 to 5 words that he/she is drawn to as he/she reads the text. • The student turns to the lined side of the card and writes a summary of the entire text using the words he/she has chosen in the summary. The student underlines his/her words as he/she uses in the summary.

44. During Instruction Strategy • Say Something • Choose a text for the students to read and have them work in pairs. • Designate a stopping point for reading. • Have students read to the stopping point and then “say something” about the text to their partners. • Repeat steps 2 and 3 until they finish reading the text.

45. During Instruction Strategy • Save The Last Word For Me • Students read a designated text. • After reading, students complete index cards with the following information: • Side 1: Each student selects an idea, phrase, quote, concept, fact, etc., from the text that evokes a response. It can be something new, something that confirms previous ideas, or something with which he/she disagrees. Each student writes his/her selection on side 1 and indicates the page number where it can be found in the text. • Side 2: Each student writes his/her reaction to what he/she wrote on side 1. • Students gather in small groups to discuss their information. • Students discuss using the following procedure: A student reads side 1 of his/her card; each student in the group responds to the information shared. The student who authored the card gets the last word by sharing side 2 of his/her card. The process is repeated until everyone in the group has shared.

46. During Instruction Strategy • 3-2-1 • After reading a portion of text, viewing a portion of a video, or listening to a portion of a lecture: students working alone, with a partner, or in small groups fill out a 3-2-1 chart. • 3 Important Details • 2 Connections • 1 Question I Still Have • Students repeat the procedure until the entire content has been completed. • Students can use the important details from their 3-2-1 charts to summarize the entire lesson.

47. During Instruction Strategy • Comparing and Contrasting • Comparing and contrasting allow students to understand and remember information and make connections between topics and ideas. • Students compare features or characteristics of one topic or event against features and characteristics of another. • Use compare and contrast graphic organizers. • Use Venn Diagrams.

48. COMPARE AND CONTRAST

49. COMPARE AND CONTRAST United States Mexico Canada

50. VENN DIAGRAM Pioneer Days Today similarities Could raise, grow or hunt All food groups