Transcript An Overview of Content Enhancement Teaching Routines

Anchors away….
Concept Anchoring
By G. Fall and Ohio CLC Regional Literacy
Consultants
2008
Content based on
Kansas University
Center for Research on Learning
Philosophical Underpinnings
of the Strategic Instruction Model (SIM) &
Content Enhancement Routines
 Most low-achieving students can learn to function independently in
mainstream settings.
 The role of the support-class teacher is to teach low-achieving students
strategies that will enable them to be independent learners and performers.
 The role of the content teacher is to deliver subject-matter information in a
manner that can be understood and remembered by low-achieving students.
 Students should have a major voice in decisions about what strategies they
are to learn and how fast they are to learn these strategies.
2
Improving teaching & learning
with
Content Enhancement Routines
Planning & Organizing
 Course Organizer
 Unit Organizer
 Lesson Organizer
Teaching Concepts
* Concept Mastery Routine
* Concept Anchoring Routine
* Concept Comparison Routine
Exploring Text, Topics, & Details
 Framing Routine
 Survey Routine
 Clarifying Routine
Increasing Performance
* Quality Assignment Routine
* Question Exploration Routine
* Recall Enhancement Routine
Concept Anchoring is a
Visual Device that…

Preplanned by the teacher to guide concept development

Is developed with teacher guidance and questioning

Co-constructed with the students and active engagement

Anchors new information with familiar information

Teaches complex, abstract information with an analogy of
something known and concrete

Promotes increased understanding of critical content
needed to understand the course or unit
We will consider
researched based routines and student outcomes
 LD students increased 25 % on tests
 Low achieving increased 22 %
 Average achieving students gained
19%
 High achieving students gained 7%
Critical Questions





What does a quality Concept Anchoring
device look like?
How do I create a quality Concept Anchor
lesson?
What are the benefits for students/teachers
with this routine?
How do I use “best practice” Cue-Do-Review
to be more effective in my teaching?
How can I use the Concept Anchoring in a
variety of ways?
6
Components of
The Concept Anchoring device
The
Concept Anchoring
Teaching Device
The
ANCHOR
Linking Steps
The
Cue-Do-Review
Sequence
7
Cue: (ready to learn)
• Name to routine
• Explain how it will
help students learn
• Specify what part students’
need to do to participate in the
routine
Do: (present the routine) The Linking steps: ANCHOR
Review: (check for understanding)
•Ask questions related to the content: New Concept
•Ask questions related to the content: connecting the New Concept
to the Known Concept and the shared characteristics
•Ask questions about the process
Anchoring Table
Unit:
3
Known
Information
2
4
Known Concept
Characteristics of Known Concept
6
Name:
Date:
1
New Concept
5
Characteristics of New Concept
Characteristics Shared
7 Understanding of the New Concept:
ANCHORS
Linking
Steps:
1 Announce
the New Concept
2 Name
Known Concept
3 Collect
Known Information
4 Highlight
Characteristics of
Known Concept
5 Observe
Characteristics
of New Concept
6 Reveal
Characteristics
Shared
7 State
Understanding of
New Concept
1. Announce The New Concept
The word or phrase written in this section represents
the name of the New Concept to be introduced in
the lesson.
A concept or a category or class into which
events, ideas, or objects can be grouped.
List the Unit and the relationship between the
new concept and the unit.
Ex. Layers of the earth
Unit: Plate Tectonics
Unit:
3
Known
Information
2
Plate Tectonics
Anchoring Table
Known Concept
Name:
1
Date:
New Concept
Layers of the Earth
4
7
Characteristics of Known Concept
6
Characteristics Shared
5
Characteristics of New Concept
Understanding of the New Concept:
ANCHORS
Linking
Steps:
1 Announce
the New Concept
2 Name
Known Concept
3 Collect
Known Information
4 Highlight
Characteristics of
Known Concept
5 Observe
Characteristics
of New Concept
6 Reveal
Characteristics
Shared
7 State
Understanding of
New Concept
2. Name the Known Concept
The KNOWN Concept must have the characteristics that are
similar to the critical characteristics that have been identified
as necessary for the students to know about the New
Concept. A basis for the analogy.
And must be familiar to the students.
Ex. Peanut M & Ms
3
Known
Information
Unit:
Plate Tectonics
2
Known Concept
Anchoring Table
1
Characteristics of Known Concept
Date:
New Concept
Layers of the Earth
Peanut M & Ms
4
Name:
6
Characteristics Shared
5
Characteristics of New Concept
7 Understanding of the New Concept:
ANCHORS
Linking
Steps:
1 Announce
the New Concept
2 Name
Known Concept
3 Collect
Known Information
4 Highlight
Characteristics of
Known Concept
5 Observe
Characteristics
of New Concept
6 Reveal
Characteristics
Shared
7 State
Understanding of
New Concept
3. Collect Known Information
The KEY words critical to the understanding the analogy to be
constructed. The teachers questioning guides some
characteristics.
The teacher underlines the key words associated with the
new concept. Not all words are used.
Ex. Hard outside coating or shell; colorful; melty chocolate
inner part; chunky; hard inside; center core
3
Known
Information
Hard
outside
shell
Unit:
Plate Tectonics
2
Known Concept
Anchoring Table
1
Peanut M & Ms
4
Characteristics of Known Concept
Name:
Date:
New Concept
Layers of the Earth
6
Characteristics Shared
5
Characteristics of New Concept
Colorful
Melty
chocolate
inside
Melts in
your
mouth
Hard
inside
Peanut
center
7 Understanding of the New Concept:
ANCHORS
Linking
Steps:
1 Announce
the New Concept
2 Name
Known Concept
3 Collect
Known Information
4 Highlight
Characteristics of
Known Concept
5 Observe
Characteristics
of New Concept
6 Reveal
Characteristics
Shared
7 State
Understanding of
New Concept
4. Hightlight Characteristics
of Known Concept
Create a short phrase or sentence is created for each of the
underlined words.
Ex. Outer thin shell
Ex. Melty inner chocolaty part
Ex. Hard peanut in the center
3
Known
Information
2
Known Concept
4
Anchoring Table
Characteristics of Known Concept
Name:
1
Date:
New Concept
Layers of the Earth
6
Characteristics Shared
5
Characteristics of New Concept
Outer shell
Colorful
Melts in
your
mouth
Plate Tectonics
Peanut M & Ms
Hard
outside
shell
Melty
chocolate
inside
Unit:
Melty inner chocolate
Hard
inside
Peanut in the
center
Peanut
center
7 Understanding of the New Concept:
ANCHORS
Linking
Steps:
1 Announce
the New Concept
2 Name
Known Concept
3 Collect
Known Information
4 Highlight
Characteristics of
Known Concept
5 Observe
Characteristics
of New Concept
6 Reveal
Characteristics
Shared
7 State
Understanding of
New Concept
5. Observe Characteristics
of the New Concept
Questions are posed that help students see the similarities between
each of the characteristics between the known and new
concept.
Create short phrases or sentences that capture the essence of each
characteristics of the new Concept.
Ex. Crust
Ex. Mantle
Ex. Core
3
Known
Information
2
Known Concept
4
Anchoring Table
Characteristics of Known Concept
Name:
1
6
Characteristics Shared
5
New Concept
Characteristics of New Concept
crust
mantle
Melty inner chocolate
Hard
inside
Date:
Layers of the Earth
Outer shell
Colorful
Melts in
your
mouth
Plate Tectonics
Peanut M & Ms
Hard
outside
shell
Melty
chocolate
inside
Unit:
Peanut in the
center
core
Peanut
center
7 Understanding of the New Concept:
ANCHORS
Linking
Steps:
1 Announce
the New Concept
2 Name
Known Concept
3 Collect
Known Information
4 Highlight
Characteristics of
Known Concept
5 Observe
Characteristics
of New Concept
6 Reveal
Characteristics
Shared
7 State
Understanding of
New Concept
6. Reveal Characteristics
SHARED
Guide students to understand the characteristics can fit into
larger groups and the foundation for creating an
explanation of how the two concept are related.
Ex. The thinnest outside layer cracks, (melts) wears away and
changes
Ex. The inner layer melts.
Ex. The center layer has a hard inside that has a hard inner
and outer layer.
3
Known
Information
2
Known Concept
4
Anchoring Table
Characteristics of Known Concept
Outer shell
Colorful
Melts in
your
mouth
Plate Tectonics
Melty inner chocolate
Hard
inside
Peanut in the
center
Peanut
center
Name:
1
Peanut M & Ms
Hard
outside
shell
Melty
chocolate
inside
Unit:
Date:
New Concept
Layers of the Earth
6
Characteristics Shared
5
Characteristics of New Concept
The thinnest outside
layer cracks, wears
away and changes
crust
The inner layer
melts.
mantle
The center layer has a
hard inside that has a
hard inner and outer
layer.
core
7 Understanding of the New Concept:
ANCHORS
Linking
Steps:
1 Announce
the New Concept
2 Name
Known Concept
3 Collect
Known Information
4 Highlight
Characteristics of
Known Concept
5 Observe
Characteristics
of New Concept
6 Reveal
Characteristics
Shared
7 State
Understanding of
New Concept
7. State Understanding of the
New Concept
Prompt and guide students to a definition for the new concept
that incorporates all of its characteristics. Guide them to
create an explanation for how the new Concept and the
Known Concept are related that include the shared
characterizes.
Ex.
The layers of the earth are like a peanut M&M. There is a thin crust that can
change, a melting middle layer and a hard center core with a inner layer and
this outer layer just like a peanut.
3
Known
Information
2
Known Concept
4
Anchoring Table
Characteristics of Known Concept
Outer shell
Colorful
Melts in
your
mouth
Plate Tectonics
Melty inner chocolate
Hard
inside
Peanut in the
center
Peanut
center
Name:
1
Peanut M & Ms
Hard
outside
shell
Melty
chocolate
inside
Unit:
Date:
New Concept
Layers of the Earth
6
Characteristics Shared
5
Characteristics of New Concept
The thinnest outside
layer cracks, (melts)
wears away and
changes
crust
The inner layer
melts.
mantle
The center layer has a
hard inside that has a
hard inner and outer
layer.
core
7 Understanding of the New Concept:
The layers of the earth are like a peanut M&M. There is a thin crust that
changes, a melting middle layer and a hard center core with a inner layer and
this outer layer just like a peanut.
ANCHORS
Linking
Steps:
1 Announce
the New Concept
2 Name
Known Concept
3 Collect
Known Information
4 Highlight
Characteristics of
Known Concept
5 Observe
Characteristics
of New Concept
6 Reveal
Characteristics
Shared
7 State
Understanding of
New Concept
You have done the “Cue” part
(name the routine; benefits to the students; expectations of students)
You have done the “DO” part
(go through the steps: ANCHOR)
Now it is time to Review.
Review the process using the acronym/steps
ANCHOR
Review the content for understanding
How does the Anchoring Routine help you?
What are the advantages of constructing an
Guide on the Side….
How do I create a quality
Concept Anchor lesson?
 You’ve seen and gone through an
example….. Now what?
 Getting into the guidebook


Key points for us to know –
Get Ready, Get Set, Go, Win!!
HOW?
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Jigsaw
 When I say go……Count off 1-6.
 Each of you will read a section of your Routine book.
 Highlight, underline important details, make annotations etc.
for future reference.
 Together with the others that read the same section, use the
chart paper to prepare a non-linguistic presentation for the
staff about the reading which captures the important pieces.
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Fluff!
 Each of you will pack up and move! You
will be joining all the others with the same
number. So, all #1, etc….
 Work on your part of the jigsaw and prepare
your presentation. Materials are……
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Three Cups of Thinking!
Red = HELP
Yellow = we are progressing fine,
check in with us periodically
Green = we are “good to go”
Count off and form your group….. GO!
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Concept Anchoring
Routine
 #1: Get Ready! pg. 14-16 to end of Step 2
 #2: Get Ready! pg. 17-18
 #3: Get Set! pg. 19- 21…
 #4: Get Set! pg. 22-23
 #5: Go! pg. 24-26
 #6: Win! pg. 27-28
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Guide on the Side….
 Group Presentations….
 Key points for us to know –

Take notes and highlight your guidebook
 Get Ready, Get Set, Go, Win!!
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Thinking About the Curriculum...
Known Concept
New Concept
New Understanding
To remember, understand, and
connect, see relationships
Share out: Critical Questions





What does a quality Concept Anchoring
device look like?
How do I create a quality Concept Anchor
lesson?
What are the benefits for students/teachers
with this routine?
How do I use “best practice” Cue-Do-Review
to be more effective in my teaching?
How can I use the Concept Anchoring in a
variety of ways?
32
Other Questions?
As you reflect on our work from
today, your reading, the discussions,
your group collaboration, write your
response to each of these stems.
1. The Number One reason I will
begin doing this in my classroom
with my students….
2. What else do I need to be ready
to use these ideas with my
students.
3. What feedback would be helpful
to the presenter from the
participants?
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Evaluations – how to make our
professional development
better?????
 Then work time……. (next slide)
35
Ticket Out the Door….
Implementation
Implementation Plan
 Develop an implementation plan with your
department/grade level and work together to develop a
timeline and accountability plan.
 Think about the top 4 critical ideas that are the basis of units
that your students need a firm understanding to build upon
for essential understandings that they do not come to you
knowing.
 Think of possible analogies that you could do to solve the
basic knowledge concerns using Concept Anchoring routine.
 Work with other teachers of your content areas to carefully
develop these.