Building Background Knowledge

1
Building Background Knowledge
Closing the Achievement Gap
2
LEARNING GOALS Understandings Participants
will develop a basic understanding of the
following
1. Building background knowledge can enhance
students learning and their capacity to learn.
2. Teaching academic vocabulary is
essential to students success.
3. Academic vocabulary instruction includes
helping students develop an initial
understanding of terms and store
understanding in permanent memory.
3
LEARNING GOALS Skills Participants will
increase understanding of, and ability to use,
the following processes
4. Use the six-step process for teaching
academic vocabulary
4
AGENDA
I. INTRODUCTION Outcomes n Agenda..
II. THE BIG PICTURE THE CONTEXT THE
RESEARCH ..for Building Background
Knowledge for Academic Achievement ? Serious
School Reform Three Critical Interventions ?
A Little Bit About The Systems of Learning ? A
Little Bit About Student Motivation/Engagement ?
A Little Bit About The Nature of
Intelligence ? A Little Bit About The Nature
of Memory
5
AGENDA

• III. THE SIX-STEP PROCESS FOR TEACHING TERMS
• Operationalizing the Research
  Recommendations from Marzano
• ? Step 1 The Teaching!
• ? Step 2 Explanations and/or descriptions
• ? Step 3 Non-linguistic representation
• ? Step 4 Extending/refining understanding
• ? Step 5 Think-Pair-Share
• ? Step 6 Games!! Have Fun With Words!

IV. CLOSING Reflecting Committing
Planning
6
Some Classics!
7
The Next Generation!
8
Today's Focus
9
The Big Picture Context Research
Serious School Reform
10
Three Leverage Points (Commitments to
Students) for Serious School Reform
11
WHAT WORKS IN SCHOOLS
12
Instructional Strategies That Influence
LEARNING
Classroom Instruction That Works
Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Cues, questions, and advance organizers
13
WHAT WORKS IN SCHOOLS
WHAT WORKS IN SCHOOLS Three Leverage
Points
14
SERIOUS School Reform Three Leverage Points
Intervention 1 Providing Specific FEEDBACK
on Learning Goals
at the Classroom, School and
District Levels
Intervention 2 Ensuring EFFECTIVE TEACHING
in
Every Classroom
?
Intervention 3 Building BACKGROUND KNOWLEDGE
for
All Students
15
Intervention 3 Building Background
Knowledge for All
Students
Phase I Establish a district-wide or school-wide
list of critical terms and an accompanying model
of vocabulary instruction.
Phase II Implement the vocabulary program
district-wide or school-wide.
16
Creative Tension
Disequilibrium
Source Peter Senge, The Fifth Discipline
17
(No Transcript)
18
Problem Solving
Goal
Goal
19
Problem Solving
Goal
20
Problem Solving
Goal
Goal Achieved
21
The Achievement Gap
22
(No Transcript)
23
The Big Picture Context Research
The Systems of Learning
24
The New Taxonomy
The Meta-Cognitive System
The Cognitive System
The Self System
25
The Systems of Learning
BBK
26
The Systems of Learning
The Self System Attitudes
The Meta-Cognitive System Habits of Mind
Classroom Climate is about

• Be accurate and seek accuracy
• Be clear and seek clarity
• Maintain an open mind
• Restrain impulsivity
• Take a position when warranted
• Respond to the feelings of other
• Generate new ways of viewing
• situations outside the
• boundaries of standard conventions

• Persevere
• Push the limits of ones knowledge
• Generate, trust, maintain your own
• evaluation standards
• Monitor ones thinking
• Plan appropriately
• Identify and use necessary resources
• Respond appropriately to feedback
• Evaluate effectiveness of ones
• actions

• Acceptance by Teacher Peers
• Comfort Order

Classroom Tasks are about

• Valuable Interesting
• Ability Resources
• Clarity

The Cognitive System Extending. Refining,
Applying Knowledge
The Cognitive System Acquiring Knowledge
See full page at the end of your packet!
DECLARATIVE KNOWLEDGE
PROCEDURAL KNOWLEDGE
1. Comparing 2. Classifying 3. Abstracting
Comparing similarities and differences among
items, lists, or large pieces of information
4. Inductive Reasoning 5. Deductive Reasoning
Drawing conclusions and making predictions by
using what we know
facts, details, concepts, principles
skills processes
6. Constructing Support 7. Analyzing
Perspectives 8. Analyzing Errors
Generating and testing arguments or assertions

• 1. Construct Meaning
• 2. Organize
• 3. Store

• 1. Construct Models
• 2. Shape
• 3. Internalize

9. Decision Making 10. Problem Solving 11.
Invention
Take an action when faced with a dilemma or need
Clarify or explain - phenomena observed -
contradictions or confusions - relationships
among parts
12. Experimental Inquiry 13. Investigation 14.
Systems Analysis
27
The Self System
POSITIVE ATTITUDES PERCEPTIONS
28
The Self System
POSITIVE ATTITUDES PERCEPTIONS
CLASSROOM CLIMATE

• Do I feel accepted?
• Am I comfortable?
• Am I safe?

CLASSROOM TASKS

• Is this information useful
• to me?
• Can I do this?
• Do I know what expected?

29
The Self System is about Developing Positive
Attitudes

• Students who have positive attitudes
• have positive relationships with teachers and
  peers
• feel a sense of comfort and order in the
  classroom
• see the value of the tasks being assigned in
  the classroom
• find the tasks interesting
• have confidence in their ability to complete
  the tasks
• are clear about what they need to do to
  complete the tasks.

I can learn what I need in order to It is
important for me to learn this because The
people here believe that I can If I keep
trying, I will
and they are saying things like
30
The Meta-Cognitive System
PRODUCTIVE HABITS OF MIND

• Be accurate and seek accuracy
• Be clear and seek clarity
• Maintain an open mind
• Restrain impulsivity
• Take a position when warranted
• Respond to the feelings of other
• Generate new ways of
• viewing situations outside the
• boundaries of standard
• conventions
• Persevere
• Push the limits of ones knowledge
• Generate, trust, maintain your
• own evaluation standards

• Monitor ones thinking
• Plan appropriately
• Identify and use
• necessary resources
• Respond appropriately
• to feedback
• Evaluate effectiveness
• of ones actions

31
The Meta-Cognitive System is about Developing
Productive Habits of Mind

• Students who have productive habits of mind
• Persevere
• Plan appropriately
• Are open-minded
• Push the limits of their knowledge/abilities
• View situations in new ways (out of the box
  thinking)
• Evaluate the effectiveness of their actions

By this time next month, I will achieve the goal
of If I am having trouble, I will get help
by I bet if I tried, I could even Okay.
That didnt work. I think I will There has to
be a way to I am already good at Now I need
to work on
and they are saying things like
32
The Cognitive System
ACQUIRING KNOWLEDGE
PROCEDURAL KNOWLEDGE
DECLARATIVE KNOWLEDGE
facts, details, concepts, principles
skills processes

• Construct Meaning
• 2. Organize
• 3. Store

• Construct Models
• 2. Shape
• 3. Internalize

33
The Cognitive System
EXTEND, REFINE, USE KNOWLEDGE
Comparing similarities and differences among
items, lists, or large pieces of information
1. Comparing 2. Classifying 3. Abstracting
Drawing conclusions and making predictions by
using what we know
4. Inductive Reasoning 5. Deductive Reasoning
6. Constructing Support 7. Analyzing
Perspectives 8. Analyzing Errors
Generating and testing arguments or assertions
34
The Cognitive System
EXTEND, REFINE, USE KNOWLEDGE
9. Decision Making 10. Problem Solving 11.
Invention
Take an action when faced with a dilemma or need

• Clarify or explain
• phenomena observed
• contradictions or
• confusions
• relationships among parts

• Experimental
• Inquiry
• 13. Investigation
• 14. Systems Analysis

35
The Nature of Knowledge
Declarative Knowledge Simple, but Important
and Complex Facts, Details, Concepts,
Principles
? Knows.. ? Has a basic understanding
of.. ? Has an in-depth understanding of
Procedural Knowledge Simple, but Important and
Complex Skills, Processes
? Is Skilled at
36
Know/Have Basic Understanding
Terms and Details
Organizing Ideas and Relationships
Have Basic/In-depth Understanding
All explicitly taught!
Skills and Processes
Students Are Skilled at/ Have Mastered..
BBK
37
Know/Have Basic Understanding
TERMS DETAILS
(vocabulary, people, facts, places, events,
titles, etc.)
Chastise means. Mitosis is.. George Washington
was. World War II was started Shakespeare
wrote. A symphony is
Simple, but Important (explicitly taught!)
BBK
38
Have Basic/ In-depth Understanding
ORGANIZING IDEAS RELATIONSHIPS
Topography and natural resources influence the
culture of a region. Animals have characteristics
that are examples of adaptation. Equations and
graphs are both ways of depicting relationships
among variables.
Complex (explicitly taught!)
39
Students Are Skilled at/ Have Mastered..
SKILL PROCESSES
Reading a bar graph Writing to convey
meaning Reading with comprehension Adding whole
numbers and fractions Finding absolute location
on a map
Simple, but Important Complex (explicitly
taught!)
40
Part of Guaranteed and Viable Curriculum is
identifying essential terms e.g. FRACTIONS
Terms and Details
Principles, Generalizations, Rules
Skills and processes
41
Part of Guaranteed and Viable Curriculum is
identifying essential terms e.g. ASTRONOMY
planet meteor solar system orbit
42
Part of Guaranteed and Viable Curriculum is
identifying essential terms e.g. CELLS
Terms and Details
Principles, Generalizations, Rules
Skills and processes
43
Part of Guaranteed and Viable Curriculum is
identifying essential terms e.g. REVOLUTIONARY WA
R
Terms and Details
Principles, Generalizations, Rules
Skills and processes
44
The Big Picture Context Research
Student Motivation/Engagement
45
Motivation The CONDITIONS

• Connections
• Choice
• Competence
• Challenge

46
Motivation The Wrong Question
How do I motivate my own children? My students?
My workers? My staff?
Underlying Goal/Assumption To motivate
(manipulate) people to do what I want them to do.
47
Motivation The Correct Question
How do I set up the conditions so that my own
childrenmy studentsmy staff will be
self-motivated?
Underlying Goal/Assumption To motivate
(support) people in achieving a goal
48
Motivation and Interest
RESOURCES
What Works In Schools, Translating Research into
Action Robert Marzano, 2003 Why We Do What We
Do, Edward L. Deci with Richard Flaste,
1995. Emotional Intelligence, Daniel
Goleman, 1995. The Will To Learn A Guide for
Motivating Young People, Martin Covington,
1999. The Myth of Laziness, Mel Levine,
2003 Flow, Mihaly Csikszentmihalyi, 1999.
49
Motivation and Interest
MOTIVATION is an interaction of a complex set of
dynamics which dispose students to be motivated
or highly resistant to motivation
Five bodies of research and theory represent
these dynamics

• Drive Theory
• Attribution Theory
• Self-worth Theory
• Role of Emotions
• Self-System

50
DRIVE THEORY
EQ
Is the student driven to succeed or driven to
avoid failure?
51
DRIVE THEORY
PREMISE Dynamics of motivation can be described
in terms of two competing forces or drives -
the striving for success - the fear of
failure (Covington)
THE CHALLENGE Over time, people develop strong
tendencies to be one of these.it becomes a
habitand is an emotional backdrop to any new
task.
52
DRIVE THEORY
Things To Consider!
Striving for success and avoiding failure are
governed by emotional anticipation Success-o
riented individuals anticipate hope for success
and the of pride at winning both of which
encourage them to strive for excellence. Failur
e-oriented individuals anticipate shame and
humiliation at failing both which causes them to
avoid situations where they believe themselves
likely to fail. (Covington)
and sowhat are the implications for me and my
teaching?
53
ATTRIBUTION THEORY
EQ
What does the student perceive as the cause of
his prior successes or failures?
54
ATTRIBUTION THEORY
PREMISE Individuals learn to explain success or
failure in certain ways and can change a negative
explanatory style. (Weiner)
FOUR CAUSES INDIVIDUALS ATTRIBUTE TO THEIR
SUCCESS OR FAILURE

• Ability
• Effort
• Luck
• Task Difficulty

and sowhat are the implications for me and my
teaching?
55
SELF-WORTH THEORY
EQ
How does the student maintain or acquire his
self-worth his esteem?
56
SELF-WORTH THEORY
PREMISE The search for self-acceptance is one
of the highest human priorities. (Covington)
and sowhat are the implications for me and my
teaching?
57
SELF-WORTH THEORY
Things To Consider!
Self-acceptance usually manifests as acceptance
in ones immediate or peer culture. This dynamic
makes the classroom a very threatening place to
some students.
(Marzano)
and sowhat are the implications for me and my
teaching?
58
SELF-WORTH THEORY
Some Thoughts!
Self-worth theory adds still another perspective
to classroom motivation. If the criterion for
self-acceptance in the classroom is high academic
accomplishment relative to others, then by
definition, only a few students can obtain a
sense of self-wroth particularly in classrooms
where students are compared to each other in
terms of their academic achievement.

(Marzano)
and sowhat are the implications for me and my
teaching?
59
ROLE OF EMOTIONS
EQ
What are the underlying emotions that are
influencing the students behavior?
60
ROLE OF EMOTIONS
PREMISE Individuals have a hierarchy of unique
needs and aspirations which define them as whole
human beings. (LeDoux)
and sowhat are the implications for me and my
teaching?
61
SELF SYSTEM
EQ
Is the student satisfying his need for a sense of
personal fulfillment (self-actualization)?
62
SELF SYSTEM
PREMISE Individuals have a hierarchy of unique
needs and aspirations which define them as whole
human beings.
(Maslow)
Five Levels of Needs/Aspirations

• Basic needs that include food and water,
• The need for personal safety,
• Social needs including the need to belong,
• Esteem needs that include feelings of
  self-respect and the respect of others, and
• Self-actualization or the need for a sense of
  personal fulfillment

and sowhat are the implications for me and my
teaching?
63
SELF SYSTEM
About Self-Actualization
Maslows highest level of need
self-actualization adds an aspect to motivation
not present in previous discussions. That is,
drive theory, self-worth theory, attribution
theory, and the impact of emotions on motivation
all fit somewhere within the first four levels of
Maslows hierarchy. These theories do not
explain human motivation at Maslows fifth level.
Covington describes this type of motivation as
the need for evidence that one is achieving
fully what he or she is capable of becoming. p.
19

and sowhat are the implications for me and my
teaching?
64
Motivation and Interest
65
The Big Picture Context Research
The Nature of Intelligence
66

• Interaction of two factors
• The ability to process and store
• information in permanent memory.
• 2. The number and frequency of our
  academically-oriented experiences (museum-type
  experiences).

67
OUR CHALLENGES!
Differences in these factors create differences
in students academic background knowledge, and
consequently, differences in their academic
achievement. There is a direct relationship
between access to academic background experiences
and family income.
68
Cant change
Can change
Experience-- Rich/Varied Limited
INCREASE
Innate Intelligence High Low
69
THE GOOD NEWS
Schools CAN Make a Difference!
Two Approaches to Enhancing Background Knowledge
1. DIRECT APPROACHES Out-of-class
experiences 2. INDIRECT APPROACHES
In-school experiences
70
The Big Picture Context Research
The Nature of Memory
71
The Three Functions of Memory
72
The Interaction Among the Three Functions of
Memory
73
Engagement
Sensory Memory
Permanent Memory
74
Permanent Memory
Sensory Memory
75
Background Knowledge
Permanent Memory
New Information
Sensory Memory
New Information
76
Permanent Memory
Background Knowledge
Background Knowledge
Background Knowledge
New Informaiton
Sensory Memory
77
Permanent Memory
Background Knowledge
New Information
Background Knowledge
Sensory Memory
78
a little bit about.. How We Acquire Background
Knowledge
79
Generalizations From the Research About
SIX PRINCIPLES For BUILDING BACKGROUND KNOWLEDGE
80

• Background knowledge is stored in bi-modal
  packets.
• The process of storing experiences in permanent
  memory can be enhanced.
• Background knowledge is multi-dimensional and its
  value is contextual.
• Even surface-level background knowledge is
  useful.
• Background knowledge manifests itself as
  vocabulary knowledge.
• 6. Virtual experiences can enhance background
  knowledge.

81
1. BK Stored as Bi-modal Packets
Key Points

• Our memory packets have a linguistic mode and
  a
• nonlinguistic mode
• Nonlinguistic representations are not just
  mental
• pictures. It can also contain associated
  sounds, smells,
• sensations of touch or movement, or
  emotions.
• Thus.attempts to enhance academic background
• knowledge should involve activities
  designed to
• enhance students linguistic
  representations of the
• target information and their imagery of
  the target
• information.

82
2. Enhancing Permanent Memory
Key Points

• If academically oriented experiences are not
  stored in
• permanent memory, they are not added to
  academic
• background knowledge.
• NATURE OF MEMORY Its NOT about long-term
• and short-term memory. Rather, there is
  only one type
• of memory, and it has different functions.

83

• BK Multi-dimensional
• Contextual

Key Points

• Background knowledge is inherently
  multidimensional.
• No set of background knowledge helps us learn
  in every
• situation. Even within the academic
  subjects, we can have a
• great deal of knowledge in one area and
  little in another. That is,
• knowledge of biology did not transfer to
  knowledge of
• economics, which, in turn, did not
  transfer to knowledge of U.S.
• history.
• Enhancement of academic background knowledge
  must be done
• subject by subject.

84
4. Surface-level Background Knowledge
Key Points

• Probably one of the most interesting
  characteristics of
• background knowledge is that it does not
  have to be detailed to
• be useful.
• In fact, when we retrieve a packet of
  information for use in
• working memory, we initially access its
  surface-level
• characteristics only.
• Background knowledge is useful when students
  are familiar with
• the terminology of a given topic and have
  some general idea as to
• the terms meanings.
• The fact that even surface-level background
  knowledge is useful
• greatly increases the viability of a
  program that seeks to enhance
• students academic background knowledge.

85

• Background Knowledge Manifests
• Itself as Vocabulary Knowledge

Key Points

• A great deal of research indicates that
  vocabulary knowledge is
• highly correlated with family income or
  socioeconomic status,
• which is highly correlated with background
  knowledge.
• The differences in vocabulary knowledge will be
  even greater as
• children grow older.
• The strong relationship between vocabulary and
  general
• intelligence is one of the most robust
  findings in the history of
• intelligence testing.
• Clearly, vocabulary knowledge has a strong,
  documented
• relationship with a variety of factors
  that have been shown to be
• related to background knowledge family
  income, SES,
• academic achievement, and intelligence.

86
6. BK Virtual Experiences
Key Points

• Virtual experiences can be as powerful as
  direct experiences in
• enhancing background knowledge.
• READING is one of the most straightforward
  ways to generate
• virtual experiences.
• Even though these experiences might not be as
  robust as direct
• experiences, they will suffice to
  significantly increase
• background knowledge.
• Unfortunately, there is a great discrepancy in
  the amount of
• reading students do.
• Skill at reading is both a cause and a
  consequence of voluminous
• reading.

87
6. BK Virtual Experiences
Key Points - continued

• Not surprising, the differences in students
  exposure to reading
• has a documented impact on the development
  of their
• background knowledge.
• The research on sustained silent reading (SSR)
  programs also
• supports the positive impact reading can
  have on background
• knowledge.
• LANGUAGE INTERACTION talking and listening to
  others
• is a form of virtual experience.
• EDUCATIONAL TELEVISION is a form of virtual
  experience.

88
The research and theory strongly suggest that
teaching vocabulary is synonymous with teaching
background knowledge.
89
a little bit about.. Using Non-linguistic
Representations
90
Classroom Instruction That Works
Using Non-Linguistic Representations
91
Using Nonlinguistic Representations
Generalizations from the research

• A variety of activities produce nonlinguistic
  representations.
• Creating graphic representations
• Making physical models
• Generating mental pictures
• Drawing pictures and pictographs
• Engaging in kinesthetic activity
• Nonlinguistic representations should elaborate on
  knowledge.

92
Applying Non-linguistic Representations to
Vocabulary (aka Learned Intelligence!)
93
WHAT WORKS IN SCHOOLS
Classroom Instruction That Works
Learned Intelligence Prior Knowledge
Using Non-Linguistic Representations
94
Direct Vocabulary Instruction
95
Students read new information
comprehension assessed
If there is some regular vocabulary
instruction-- 12ile gain
If the direct instruction is for
words in the passage
that is being read, 33ile gain
96
(No Transcript)
97
Research on Imagery as Elaboration
Students who used imagery to learn vocabulary,
on average, performed
of studies
98
(No Transcript)
99
(No Transcript)
100
(No Transcript)
101
EIGHT RESEARCH-BASED CHARACTERISTICS OF EFFECTIVE
VOCABULARY INSTRUCTION

• Effective vocabulary instruction does not rely on
  definitions.
• Students must represent their knowledge of words
  in linguistic and nonlinguistic ways.
• Effective vocabulary instruction involves the
  gradual shaping of word meanings through multiple
  exposures.
• Teaching word parts enhances students
  understanding of terms.
• Different types of words require different types
  of instruction.
• Students should discuss the terms they are
  learning.
• Students should play with words.
• Instruction should focus on terms that have a
  high probability of enhancing academic success.

102
So..What Do We Do???
1. Identify essential academic terms and phrases.
2. Use a research-based process for teaching new
terms and phrases.
103
1. Identify essential academic terms and phrases
104
1. Identify essential academic terms and phrases.

• Select a grade level and content area.
• Identify topics that are included for the
  content at that grade level. Identify any terms
  that you think should be on the final essential
  list.
• Select another content area follow Step 2 again.

105
Defining Essential Vocabulary (4-3-2-1)Criteria
4

• The term, phrase or concept is critical for
  students to know. Should definitely be on the
  school list. They have
• - A high probability of enhancing
  academic success.
• - A high probability of association
  with life skills.
• - A high probability of being
  assessed on district
• and state tests
• The term, phrase, concept is useful but not
  critical (lacks one of the three criteria).
• The term ,phrase, concept is interesting, but
  not critical (lacks more than one of the three
  criteria).
• The term, phrase, concept should not be on the
  school list. The time to teach it wouldnt be
  worth it.

3
2
1
106
1. Identify essential terms and phrases.
Subject area
107
1. Identify essential terms and phrases.
Subject area Math
108
1. Identify essential terms and phrases.
Subject area science
109
Defining an Academic Vocabulary One districts
beginning.
6th grade Language Arts genre, tone, etymology,
figurative language, prepositional phrase,
primary source, debate Science plates, energy
source, solstice Social studies culture,
surplus, migration, tyranny, civilization Math
exponent, linear equation, congruence, frequency
110
Defining an Academic Vocabulary

• Identify the subject areas for which you want
  to select the academic terms all students should
  learnthat all students should move to permanent
  memory.
• Identify those terms considered to be essential.
• Determine how many terms can be learned per
  period of timeper quarter, semester, year.

111
A Challenge!
Undoing students current perceptions of
vocabulary learning
112
(No Transcript)
113
(No Transcript)
114
(No Transcript)
115
(No Transcript)
116
Mutualism The interaction of organisms within an
ecosystem in a manner that significantly benefits
both, although the resulting relationship is not
critical to the continued existence of either.
117
(No Transcript)
118
(No Transcript)
119
(No Transcript)
120
(No Transcript)
121
Another Challenge!
Helping students to recognize the power of
Non-linguistic Representations
122
One bun Two shoe Three tree Four
door Five hive
Six sticks Seven heaven Eight gate Nine
line Ten - hen
123
The STEPS to Problem Solving Reasoning
Overcoming constraints or limiting conditions
that are in the way of pursuing goals. More
simply, it is the process of overcoming limits or
barriers that are in the way of reaching goals.
1. Identify the goal you are trying to accomplish
2. Describe the barriers or constraints that are
preventing you from achieving your goalthat are
creating the problem.
3. Identify different solutions for overcoming
the barriers or constraints and hypothesize
which solution is likely to be the most effective.
4. Try your solution either in reality or
through a simulation.
5. Explain whether your hypothesis was correct.
Determine if you want to test another hypothesis,
using a different solution.
124
(No Transcript)
125
Problem Solving
Goal
Goal
126
Problem Solving
Goal
127
Problem Solving
Goal
Goal Achieved
128

• Use a Research-Based Process to Teach
  Academic Vocabulary

129
A Six-Step Process for Teaching New Terms
Step 1 Provide a description, explanation, or
example of the new term.
Step 2 Ask students to restate the description,
explanation, or example in their own words.
Step 3 Ask students to construct a picture,
symbol, or graphic representing the term or
phrase.
Step 4 Engage students periodically in
activities that help them add to their knowledge
of the terms in their notebooks.
Step 5 Periodically ask students to discuss the
terms with one another..
Step 6 Involve students periodically in games
that allow them to play with terms.
130
A Six-Step Process for Teaching New Terms

• Help students develop sufficient initial
  understanding
• so that they can
• describe the terms and
• represent the terms nonlinguistically

Step 1 Provide a description, explanation, or
example of the new term.
Step 2 Ask students to restate the description,
explanation, or example in their own words.
Step 3 Ask students to construct a picture,
symbol, or graphic representing the term or
phrase.

• Provide multiple opportunities for students to
• revisit and revise
• descriptions and nonlinguistic representations.

Step 4 Engage students periodically in
activities that help them add to their knowledge
of the terms in their notebooks.
Step 5 Periodically ask students to discuss the
terms with one another..
Step 6 Involve students periodically in games
that allow them to play with terms.
131
STEP 1
Provide a description, explanation, or example of
the new term.
132
Provide This is the TEACHING part!

• Build on direct experiences, such as a field trip
  or a guest speaker, that provide examples of the
  term
• Tell a story that integrates the term
• Use video or computer images as the stimulus for
  the information

133
Provide This is the TEACHING part!

• Ask individual students, or small groups, to do
  the initial investigation into the term and
  present the informationsometimes in the form or
  of a skit or pantomimeto the class.
• Use current events to help make the terms
  applicable to something familiar to them
• Describe your own mental pictures of the term
• Find or create pictures that exemplify the term.

134
A few days after the class had started reading
the novel Fahrenheit 451, Mrs. Locke introduced a
new word by telling one student that he should
not read the book that was sitting on his desk.
Naturally, the student looked surprised. She
went on to say that he should read only those
books approved by her. She walked over to
another student and remarked that she noticed
that he was keeping a journal and that it should
be turned in at the end of the class to be
checked in case the student had written
anything incriminating. Finally, she told the
students that they should always check with her
before buying any new CDs so that she could
approve their choices.
135
The students looked at one another wondering what
was going on. After a long silence, Mrs. Lock
asked students to describe what she was doing.
Ben said, You were taking charge of our
thinking. Joanne thought that she was being
unfair. One student stated that the teacher had
no right to tell them what to read, write about,
or listen to. Mrs. Lock explained to the
students that they had just experienced a
dramatization of the word
censorship
136
STEP 2
Ask students to restate the description,
explanation, or example in their own words.
137
A Six-Step Process for Teaching New Terms

• Help students develop sufficient initial
  understanding
• so that they can
• describe the terms and
• represent the terms nonlinguistically

Step 1 Provide a description, explanation, or
example of the new term.
Step 2 Ask students to restate the description,
explanation, or example in their own words.
Step 3 Ask students to construct a picture,
symbol, or graphic representing the term or
phrase.
Establish a record-keeping system Separate
Notebook Section in Content Area
Notebook Technology
IMPORTANT
138
(No Transcript)
139
American Revolution
140
Literature?
141
Fractions and decimals?
142
American Revolution
People in history?
143
Step 2 Ask students to restate the description,
explanation, or example in their own words.
Censorship
Censorship is wrong. It takes away peoples
right to think for themselves.
144
Step 2 Ask students to restate the description,
explanation, or example in their own words.
Censorship
Censorship is like a gag put on all your senses
145
Step 2 Ask students to restate the description,
explanation, or example in their own words.
146
Step 2 Ask students to restate the description,
explanation, or example in their own words.
Percent
Percent means how many things there are out of
100 things. 75 percent means 75 out of 100.
147
Step 2 Ask students to restate the description,
explanation, or example in their own words.
Native American
Native means the first people who lived somewhere
so Native American means the first people who
lived in America. They lived here before it was
called America. We used to call them Indians, but
that did not make sense. They werent from India.
148
A Six-Step Process for Teaching New Terms

• Help students develop sufficient initial
  understanding
• so that they can
• describe the terms and
• represent the terms nonlinguistically

Step 1 Provide a description, explanation, or
example of the new term.
Step 2 Ask students to restate the description,
explanation, or example in their own words.
Step 3 Ask students to construct a picture,
symbol, or graphic representing the term or
phrase.
These steps need to be monitored carefully for
accuracy. It may take several sessions before
students are ready to create permanent record.
Caution
149
(No Transcript)
150
(No Transcript)
151
(No Transcript)
152
(No Transcript)
153
Justice
154
Justice
155
Justice
156
STEP 3
Ask students to construct a picture, symbol, or
graphic representing the term or phrase.
157
TYPES OF PICTURES

• Draw the actual thing
• Use a symbol
• Draw an example
• Represent the idea with graphics
• Dramatize the idea with cartoon bubbles

158
TYPES OF PICTURES
Draw the actual thing
159
TYPES OF PICTURES
Draw the actual thing
Marine biologist
160
TYPES OF PICTURES
Draw the actual thing
Abraham Lincoln
161
TYPES OF PICTURES
Draw the actual thing
New Delhi
162
TYPES OF PICTURES
Use a symbol
163
TYPES OF PICTURES
Draw an example
MUTUALISM When one thing helps another.
164
TYPES OF PICTURES
Draw an example
food chain
165
TYPES OF PICTURES
Represent the idea with graphics
166
TYPES OF PICTURES
Represent the idea with graphics
A fraction tells you how many parts a whole thing
is divided into and then how many of those parts
you are thinking about. Example 3/10 looks
like this.
167
TYPES OF PICTURES
Represent the idea with graphics
Dynamic character Its when a character in a
story changes usually changes a lot.
168
TYPES OF PICTURES
Represent the idea with graphics
Czar A ruler in ancient times. They were sort of
like kings.
169
TYPES OF PICTURES
Represent the idea with graphics
ADDITION When you start with a certain number
of things and then get a certain number more
170
TYPES OF PICTURES
Represent the idea with graphics
SUBTRACTION When you start with a certain number
of things and then a certain number are taken
away.
171
TYPES OF PICTURES
Dramatize the idea with cartoon bubbles
172
When possible, try to build into the picture a
way of attaching the picture to the word.
173
Step 3 Ask students to construct a picture,
symbol, or graphic representing the term or
phrase.
Revolve When something moves around something
else, like the earth revolves around the sun.
174
Step 3 Ask students to construct a picture,
symbol, or graphic representing the term or
phrase.
Income tax is the money we pay to the government
that they use to provide things we all need, like
roads. The money is taken out of our paychecks.
175
Some challenges you might encounter
176
Challenges
Suggestions
177
A Six-Step Process for Teaching New Terms
Step 1 Provide a description, explanation, or
example of the new term.
Step 2 Ask students to restate the description,
explanation, or example in their own words.
Step 3 Ask students to construct a picture,
symbol, or graphic representing the term or
phrase.
Step 4 Engage students periodically in
activities that help them add to their knowledge
of the terms in their notebooks.
Step 5 Periodically ask students to discuss the
terms with one another.
Step 6 Involve students periodically in games
that allow them to play with terms.
178
STEP 4
Engage students periodically in ACTIVITIES that
help them add to their knowledge of the terms in
their notebooks.
179
The Goal of Step Four
180
ACTIVITIES TO ADD TO KNOWLEDGE OF TERMS

• Free Association
• Comparing Terms
• Classifying Terms
• Solving Analogy Problems
• Creating Metaphors

181
Step 4 Engage students periodically in
activities that help them add to their knowledge
of the terms in their notebooks.
FREE ASSOCIATION
182
Step 4 Engage students periodically in
activities that help them add to their knowledge
of the terms in their notebooks.
COMPARING TERMS

• Using Sentence Stems
• Using Venn Diagrams
• Using Double Bubble.

183
COMPARING TERMS

• Using Sentence Stems

184
Fractions and Decimals are similar because they
both ________________. ________________.
________________. Fractions and Decimals are
different because Fractions __, but Decimals
__. Fractions __, but Decimals __.
Fractions __, but Decimals __.
185
A monarchy and a dictatorship are similar
because they both ________________.
________________. ________________. A
monarchy and a dictatorship are different because
a monarchy___, but a dictatorship____. a
monarchy___, but a dictatorship____. a
monarchy___, but a dictatorship____.
186
COMPARING TERMS

• Using Venn Diagrams

187
Venn Diagrams
188
COMPARING TERMS

• Using Double Bubbles

189
Comparing Terms David Hyerle---Double Bubble
190
Comparing Terms
191
(No Transcript)
192
(No Transcript)
193
(No Transcript)
194
Go to School
Flowers Bloom
Bare Trees
SPRING
WINTER
SEASON
Winter Break
Trees Bud
Cool Nights
195
Comparing Terms David Hyerle---Double Bubble
196



197
similar
different
different
similar
different
different
similar
different
different
198
Negotiation
Collaboration
similar
different
different
similar
different
different
similar
different
different
199
COMPARING TERMS

• Using a Matrix

200
(No Transcript)
201
For characteristic 1, Item 1 and Item 2 and are
mainly similar because they both
202
Suburban
Sounds you hear The living things What you see
Characteristic 4?
203
Characteristic 1 The sounds you hear
Urban, rural, and suburban are similar in that
you would hear machine noises, like cars, and
animal noises but they are different in how much
would hear. There would be a lot of car noises in
urban, less in suburban, and the least in rural.
Animals noises would be the other way around
most in rural, some in suburban, and the least in
urban.
Urban, rural, and suburban are similar in that
you would hear machine noises, like cars, and
animal noises but they are different in how much
would hear. There would be a lot of car noises in
urban, less in suburban, and the least in rural.
Animals noises would be the other way around
most in rural, some in suburban, and the least in
urban.
Characteristic 2 The living things
Characteristic 3 The things you would see
204
(No Transcript)
205
(No Transcript)
206
(No Transcript)
207
(No Transcript)
208
(No Transcript)
209
(No Transcript)
210
(No Transcript)
211
COMPARING TERMS

• Creating Metaphors

212
Creating Metaphors
213
Creating Metaphors
214
frog
bean plant
215
(No Transcript)
216
i saw that a frog and a bean plant how they are
alike They grow the same but are difrint They
start out little things and grow bigger and bigger
I saw that a frog and a bean plant are the same
Because a seed helps a plant grow and the egg
helps the frog grow
I saw that a frog and a bean plant are the same
in some ways They both have something like a seed
and an egg They have babies teenagers - adults
217
COMPARING TERMS

• Creating Analogy Problems

218
Solving Analogy Problems
as
relating factor
David Hyerles Bridge Map
219
Solving Analogy Problems
220
Solving Analogy Problems
221
Solving Analogy Problems
document
book
as
backpack
portfolio
is carried in
relating factor
batter
compound
as
elements
ingredients
a new substance made up of
relating factor
222
Solving Analogy Problems
Offensive Line
Cell membrane
as
Cell
Football team
only lets certain things pass through
relating factor
Earthquake
Tsunami
as
Wave
Tremor
.creates
relating factor
223
Solving Analogy Problems
tongue
eye
as
see
?
is used to
relating factor
?
verb
as
run
?
a new substance made up of
relating factor
224
STEP 5
Periodically ask students to discuss the terms
with one another.
225
Discussion Strategies

• Think
• Pair
• Share

226
Step 5 Periodically ask students to discuss the
terms with one another.
Think
Provide a few minutes of quiet think time to
allow students, individually, to review their own
descriptions and images of the targeted terms in
their notebooks. Consider modeling for them, by
thinking aloud, some of the kinds of thinking
they might do during this quiet time.
227
Step 5 Periodically ask students to discuss the
terms with one another.
Pair
After students have had a chance to think about
the targeted terms, organize them into pairs and
ask them to discuss their descriptions and
pictures of the terms with their partners. You
might need to guide these interactions by
suggesting or modeling ways they can discuss the
terms, such as Comparing their
descriptions of the term.
Describing their pictures to each other.
Explaining to each other any new
information they have learned or
ahas they have experienced since the last time
they reviewed the terms. Identifying
areas of disagreement or confusion and seeking
clarification from you or other
resources. Ask students not to change their
entries in their notebooks yet. At this point in
the process, they should simply be discussing
their understanding of the terms.
228
Step 5 Periodically ask students to discuss the
terms with one another.
Share
Invite students to share aloud with the whole
class any new thoughts or understandings they
have discussed in their pairs. As students share,
highlight interesting ideas and encourage
students to explain any examples of confusion or
any misconceptions that surfaced during their
discussions. This step provides an opportunity
for you to make sure that confusion and
misconceptions have been resolved accurately. Ask
students to make additions and revisions to their
notebook entries. Monitor their work to ensure
that their additions and revision are accurate.
229
STEP 6
Involve students periodically in GAMES that allow
them to play with terms.
230
Game - Strategies

• What is the Question?
• Vocabulary Charades
• Name That Category
• Draw Me
• Talk a Mile a Minute

231
Some Things To Consider

• Monitoring the Accuracy of Student Work
• Keeping Track of Student Progress
• Working With ESL Students
• Managing the Program
• Student Academic Notebooks
• Managing Time
• Etc.Etc.Etc.

232
(No Transcript)
233
(No Transcript)
234
(No Transcript)
235
Famous people
3
1
2
6
5
7
4
236
Famous people
1
3
2
7
4
5
6
237
1
4
2
3
6
5
7
238
3
1
2
6
5
7
4
239
Famous people
1
2
3
7
5
4
6
240
4
3
2
1
7
6
5
8
241
(No Transcript)
242
GAME Talk a Mile a Minute
The Sixties

• The Vietnam War
• John Glenn
• Hippies
• JFK
• Peace Corps
• Martin Luther King
• Mini skirts

243
GAME Talk a Mile a Minute
The Sixties

• One small step for man one giant step for
  mankind
• I have a dream.
• Civil Rights Act
• The Beatles
• July, 1969
• Ask not what your country can do for you, but
  what you can do for your country.

244
Things associated with oceans
Waves Moon Algae Pacific Ships Tropical
fish George Clooney
245
Rivers
Nile Missouri Thames Hudson Amazon Mississippi Swa
nee
246
Things associated with plants
Photosynthesis Foliage Stems Fertilizer Chlorophyl
l Pollinate Chia pets
247
GAME Talk a Mile a Minute
Parts of Speech

• Noun
• Verb
• Adjective
• Preposition
• Conjunction
• Adverb
• Pronoun

248
GAME Talk a Mile a Minute
Things Associated With the American Civil War

• Robert E. Lee
• Ulysses S. Grant
• Gettysburg
• Slavery
• Antietam
• Emancipation Proclamation
• Abraham Lincoln

249
GAME Talk a Mile a Minute
Artists

• Vincent Van Gogh
• Michelangelo
• Picasso
• Leonardo da Vinci
• Monet
• Rembrandt
• Andy Warhol

250
GAME Talk a Mile a Minute
Things Associated with Outer Space

• Sun
• Orbits
• Mars
• Venus
• Saturn
• Galaxy
• Meteors

251
GAME Talk a Mile a Minute
Units of Measure

• Inches
• Meters
• Gallons
• Hours
• Quarts
• Square Yards
• Liters

252
GAME Talk a Mile a Minute
Things Associated With Triangles

• Acute
• Right
• Hypotenuse
• Obtuse
• Sides
• Pythagorean Theorem
• Equilateral

253
GAME Talk a Mile a Minute
Things Associated With Fiction

• Character
• Plot
• Setting
• Dialogue
• Foreshadowing
• Metaphor
• Theme

254
GAME Talk a Mile a Minute
Things Associated With Topography

• Plateau
• Mountain
• Bay
• Canyon
• Lake
• Mesa
• Forest

255
GAME Charades
Triangle Base Height Right triangle Area Equilater
al Triangle Area ½ bh
Oxygen Carbon Dioxide Helium Neon
Circle Circumference Diameter Radius Arc Area
Noun Verb Preposition Conjunction Interjection
256
GAME Pictionary
Pictionary
Democracy, republic, dictatorship, monarchy
257
GAME Pictionary
Pictionary
Circulatory system, respiratory system, nervous
system, skeletal system
258
GAME Pictionary
Pictionary
Oxygen, carbon dioxide, helium, neon
259
GAME Pictionary
Pictionary
Addition, subtraction, multiplication, division
(cant use symbols like , -, x, )
260
GAME Pictionary
inch, foot, yard, mile
261
GAME Pictionary
United States, Canada, England, India
262
GAME Pictionary
Los Angeles, Miami, New York City, Chicago
263
GAME Pictionary
book cover, index, table of contents, bibliography
264
Vocabulary Terms Phrases
Things that conduct heat
200 POINTS
Parts of the digestive system
Prime numbers
100 POINTS 100 POINTS
100 POINTS 100 POINTS
Things that are living
Liquids
GrammarRules
50 POINTS 50 POINTS 50 POINTS
265
Vocabulary Terms Phrases
Examples of civil disobedience
200 POINTS
Reasons colonists came to America
Parts of an essay
100 POINTS 100 POINTS
Synonyms for said
Ways of walking
Things found in ancient Egypt
50 POINTS 50 POINTS 50 POINTS
266
Vocabulary Terms Phrases
Effects of the Industrial Revolution
200 POINTS
Things that are part of culture
Poets
100 POINTS 100 POINTS
Plays by Shakespeare
Factors of 36
Characteristics of mammals
50 POINTS 50 POINTS 50 POINTS
267
Category (standard, unit, alphabetical)
Term, phrase
Description
Picture/graphic
Related terms, phrases
268
On Vocabulary
RECOMMENDATIONS FOR CLASSROOM PRACTICE

• Identify Critical Terms and Phrases
• Use a research-based process for teaching new
  terms and phrases
• Periodically ask students to review the accuracy
  of their explanations and representations

269
Vocabulary Terms Phrases
Establish personal vocabulary records
Have fun with words
270
Measurement Topics in a Scale Format
271
Generic SCALE for Measurement Topics
272
A generic scale for measurement topics
The students responses demonstrate no major
errors or omissions regarding any of the complex
information and/or processes That were Explicitly
Taught
273
A generic scale for measurement topics
The students responses indicate major errors or
omissions regarding the more complex ideas and
processes however they do not indicate major
errors or omissions relative to the simpler
details and processes THAT WERE EXPLICITY TAUGHT
274
A generic scale for measurement topics
The student provides responses that indicate a
distinct lack of understanding of the knowledge.
However, with help, the student demonstrates
partial understanding of some of the knowledge
275
A generic scale for measurement topics
The student provides little or no response. Even
with help the student does not exhibit a partial
understanding of the knowledge
276
A generic scale for measurement topics
In addition to exhibiting level 3 performance,
the students responses demonstrate in-depth
inferences and applications that go beyond what
was taught in class
277
Three Types of Items
Level 4 items Inferences and applications that
go beyond what was taught
Level 3 items Complex ideas and processes that
have been explicitly taught.

• Level 2 items Simpler details and processes that
  have been explicitly taught.

BBK
278
Can you relate to one or more of these feelings
and situations about our work together? Choose
two and share your thoughts with a colleague.
279
(No Transcript)
280
An idea I had
A feeling I experienced..
A step I will take...
281
In which order do these need to happen?
Student achievement increases.
Teachers change their beliefs about students and
learning.
Teachers try new strategies.
SOURCE Tom Guskey, University of Kentucky
282
We can, whenever and wherever we
choose, successfully teach all children whose
schooling is of interest to us.
We already know more than we need to do that.  
Whether or not we do it must finally depend
on how we feel about the fact that we havent so
far.
283
Effective
Bureaucracies
Organizations
Are Tight on OUTPUTS And Loose on INPUTS
Are Tight on INPUTS and Loose on OUTPUTS
284
OUTPUTS are
INPUTS are
The means
The ends
The strategies
The standards, results
The materials
The outcomes
The activities
About the LEARNING
About the TEACHING
285
WHEN students learn something is more important
than whether they learn it well.
WHETHER students LEARN something WELL is more
important than when they learn it.
286
Five Monkeys Source unknown
Inside a cage containing five monkeys, hangs a
banana on a string and with a set of stairs under
it. Before long, a monkey goes to the stairs
and starts to climb toward the banana. As soon
as hes on the stairs, all of the other monkeys
are sprayed with cold water. After awhile
another monkey makes an attempt up the stairs
with the same result all the monkeys are
sprayed with cold water. When a third monkey
tries to climb the stairs, all the other monkeys
jump at him, pull him off the stairs and prevent
him from attempting to reach the banana. Then
all the cold water is put away. One monkey is
removed from the cage and replaced with a new
one. The new monkey sees the banana and wants
to climb the stairs. To his surprise and horror,
all of the other monkeys attack him. After
another attempt and attack, he learns that if he
tries to climb the stairs, he will be assaulted
and gives up. Then another of the original five
monkeys is removed and replaced with a new one.
The newcomer goes to the stairs and is viciously
attacked. (Note The previous newcomer takes
part in the punishment with enthusiasm!) Likewise
, a third original monkey is replaced with a new
one, then a fourth, none of these monkeys have
ever been sprayed with cold water. Nevertheless,
they viciously beat the newest monkey when he
takes to the stairs. After replacing all the
original monkeys, they have no idea why they feel
afraid to c