Transcript Metacognitive Strategy Instruction to Enhance

Structuring a Content Area
Reading/Thinking Lesson
EDC448
Dr. Julie Coiro
Take one of each handout and
complete Entrance Ticket (5 mins)
Two ineffective ways to introduce
challenging texts/concepts to students
Two effective instructional techniques to
introduce challenging texts/concepts to
students
ON BACK: What is the topic of your
lesson plan? A possible text??
Objectives from Last Class
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•
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Observe a “think-aloud” discussion about
challenging text (modeling and gradually releasing
responsibility to students)
Practice modeling how you “think” (the
assumptions you have, the automatic things you
do) while solving challenging reading tasks in your
discipline
Homework: View, integrate, reflect, and apply
your thoughts across multiple sources focused on
the value of text discussions for fostering content
area learning
Today’s Learning Objectives
Check in: Work expectations…
Diverse Text Assignment?? (10/21)
Text for anticipation guide (an issue/hard concepts) (9/28)
Connect the main components of a good content
literacy lesson (before, during, and after) to your
lesson plan assignment
Begin planning your lesson using Backwards
Design principles
Identify the differences between “knowing”,
“understanding” and “doing” as learning objectives
Frontloading: Key to Comprehension
Success (Buehl Ch. 2)
Review Entrance Tickets
Note Beuhl’s chart on p. 20: (great instructional
ideas for your lesson plans – don’t reinvent the wheel!)
– Frontloading (before reading)
– Guiding Comprehension (during reading)
– Consolidating Understanding (after reading)
Note connections to Three-Part Learning
Framework Graphic Organizer in Handout
Understanding the Main
Components of Your Lesson
Plan Assignment
(Do you have a topic, text, and
lesson objective in mind??)
STOP AND JOT!
Consider content AND thinking processes
involved in understanding that topic/objective
SUMMARIZE
INFER
PREDICT
MAKE
CONNECTIONS
MONITOR
AND
CLARIFY
VISUALIZE
DETERMINE
IMPORTANT
IDEAS
ASK QUESTIONS
Promote Strategy Use and Independence by
Gradually Releasing Responsibility
Model, think-aloud, and SCAFFOLD your strategy support;
note Beuhl’s three phases of instruction in Ch. 2
Elements of Your Content Literacy
Lesson Plan Assignment
Context of the Lesson
Objectives and Standards
Opportunities to Learn
Instructional Procedures (pre, during, and
post)
Assessment
Reflection
Connect these pieces to the Three-Part Learning Framework
(remember Inspiration outline?) and Buehl’s three parts =
(1) Frontloading learning, (2) guiding comprehension, and
(3) consolidating learning
Lesson Plan Pieces to Hand In
(Refer to your checklist!)
Typed plan in lesson plan template (download from
the wikispace)
Hard copy of your 2 texts with relevant think-aloud
notes on text or stickies (mark up your text; explicit
commentary of your thoughts about the strategy you
are modeling)
Graphic organizer with title & directions
Assessment task with finished example
Your completed points sheet with questions
Your final reflection (after taught)
Working Backwards…
to design a good lesson
Designing An Educational
Trip to France
Grant opportunity for students to learn more
about culture, geography, history, and language
by visiting Paris for 2 weeks.
Group 1: List the educational activities you will
plan for students.
Group 2: List what you hope students will
understand and be able to do when they return
from their trip.
Learning Objectives for
Paris Trip
Educational Activities
What will students understand/be able to do?
Why Backwards Design?
(Wiggins & McTighe, 2005)
Start with the end in mind
“Twin-sins” of traditional lesson design
– “Coverage”: marching through the text and/or
curriculum to cover as many facts as possible related
to your learning objective(s) without understanding
how the facts fit together
– “Hands-on without being minds-on”: engaging
experiences that lead only accidentally, if at all, to
understanding & achievement (So…why are you
doing that??)
What does it mean to
“UNDERSTAND”?
Understanding by Design
To understand:
– To wisely and effectively USE what we know in a
certain context
– To APPLY knowledge & skill effectively in a new
context (near and far transfer)
What are your desired results?
– Start your lesson design with these results…not with
your instructional methods and activities
Communicate your desired results as explicit
performance goals (objectives TSWBAT…)
Understanding by Design
(Backwards…start with desired results)
1. Identify desired results
– What should students know, understand, and be able
to do? How does this connect with your standards?
2. Determine acceptable evidence
– How will you know if students have achieved the
desired results? What will you accept as evidence of
proficiency?
3. Plan learning experiences and instruction
– What are the most appropriate instructional activities
that students will need to equip them with the needed
knowledge and skills?
Understanding by Design
(Backwards…start with desired results)
1. Identify desired results
– What should students know, understand, and be able
to do?
– How does this connect with your standards?
Write your learning objectives in terms of
What you want students to KNOW…
What you want them to UNDERSTAND…
What should they be able to DO…
by the end of your lesson
What’s the difference????
Know, Understand, and Do
Know (facts, dates, definitions, rules, people,
places)
Understand (big ideas, principles,
generalizations, rules, the “point” of the discipline
or topic)
Be Able to Do (a verb: think, plan, monitor,
describe, explain, summarize, show, infer,
compare, analyze, reflect, apply, visualize)
KNOW
UNDERSTAND
BE ABLE TO DO
Writing Learning Objectives
for your Lesson Plans
Three Criteria for a
Learning Objective
Clear
– Usually just one sentence
Precise
– Precise verbs that reflect the thinking your
students will be DOING
– Set a context (Given…; After…; Before…)
Measurable
– How will you measure the “quality” (%age or
criteria met)
– Start with the top level and work backwards
through average and below average
Writing Learning Objectives
Given _____, students will _____ (verb
and specifics) with (measurable) ____
% accuracy or to a certain level
Content: What will students know or
understand and how will they do that?
Reading Process: How will students
think/interact/engage with this content
material?
– (see RI Reading and/or Writing GLE’s)
Link DOING (reading/thinking) objectives to
the content you want your students to
KNOW…
The student will be able to DO…
–
–
–
–
–
–
–
–
–
–
Set a purpose for reading …
Predict and confirm…
Summarize the key words…
Monitor their understanding of…
Ask questions/reflect …
Show the relationship between concepts …
Make inferences and support with evidence…
Draw conclusions…
Make connections between…
Visualize…
Some examples - English
CONTENT: Given a set of quotes, students
will write a dialogue poem with high-level
descriptive verbs to relate to the main
character in Speak.
READING/THINKING: Given a graphic
organizer, students will make inferences and
connections from their quote set to examine
the advantages and disadvantages of being
an outcast in society.
Example - Math
CONTENT: Students will solve for a single
variable involving two-step equations to
85% accuracy.
READING/THINKING PROCESS Students
will recognize key phrases that correspond
to an equation and formulate the correct
equation from a given word problem involving
a two-step equation to 85% accuracy.
Example - History
CONTENT: Students will summarize the main
points to two sides of the argument about
whether or not Japanese American internment
camps were necessary.
READING/THINKING: Students will write an
essay that compares and contrasts the
prisoners’ views and the government’s views of
the internment camps.
Example - Science
CONTENT: Given a graphic organizer, students will
identify three differences between human and marine
animal sound reception and three structures used by
marine animals for sound reception with 80% accuracy.
READING/THINKING: Given graphic organizers and a
guided note outline, students will organize main
concepts on sound reception in Ch. 6, while identifying
supporting ideas and identifying relationships between
different anatomical sound receptors in marine animals
with 80% accuracy.
Example: Foreign Language
CONTENT: Students will work collaboratively to
create a French menu that shows their understanding
of the French culture, new vocabulary, and creativity.
READING/THINKING: Given a sample restaurant
dialogue in a French restaurant, students will interpret
the meaning of key vocabulary in context and
categorize the term as either food, verbs you would
use in a restaurant, or items you would find in a
restaurant.
Today’s Learning Objectives
Review the lesson planning resources in your
Strategy Guides text
Connect the main components of a good
content literacy lesson to your lesson plan
assignment
Begin planning your lesson using Backwards
Design principles
Craft a learning objective about reading in
your content area that is clear, precise, and
measurable
Homework: SKIM, note, &
organize key ideas
Short & Fitzsimmons (2007). Double the Work: Challenges and Solutions