GLOBE: An Explicit Instruction Strategy Success Strategies in the Inclusive Classroom Module 3

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GLOBEAn Explicit Instruction Strategy Success
Strategies in the Inclusive ClassroomModule 3
Johns Hopkins University ? Center for Technology
in Education ? MATN May 2005
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What is GLOBE?

• GLOBE is an explicit instruction strategy that
  facilitates student learning by highlighting key
  concepts and big ideas, making connections,
  eliciting questions, and scaffolding knowledge.

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Get Focused

• Teacher
• State the Key Concept and connect this concept to
  what students have previously studied.
• State the Challenge Question that the students
  will be able to answer by the end of the lesson.

• Students
• Record the Key Concept on their graphic
  organizer.
• Discuss the challenge question with their peers
  and suggest possible answers.

The Challenge Question relates directly to the
lessons objectives. This question activates
students thinking and focuses learning.
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Elements of Nonfiction
How is nonfiction written differently from
fiction?
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List Big Ideas
Big ideas are main characteristics or categories
that define the key concept. Big ideas often
translate across content areas.

• Teacher
• Explain 3-5 Big Ideas, or main characteristics,
  that define the Key Concept.
• After presenting the first Big Idea, model the
  process of making connections.
• Use visual, auditory, and/or tactile aides to
  enhance presentation.

• Students
• Record Big Ideas on graphic organizer.
• Draw connections between each Big Idea and a
  personal association. Students connections may
  differ.
• Record connections on graphic organizer.

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Elements of Nonfiction
How is nonfiction written differently from
fiction?
Cause and Effect
Teasing my brother-getting in trouble
Problem and Solution
Going to the doctor
Two friends with similarities and differences
Comparison and Contrast
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Organize Essential Questions

• Teacher
• Model how to form an essential question. These
  questions transcend the Big Ideas and help
  students synthesize the information.
• Circulate, monitor students discussions, and
  provide feedback.
• Regroup the whole class to identify up to five
  essential questions from the students
  brainstormed lists.
• Determine protocol for answering essential
  questions.

• Students
• Work cooperatively to brainstorm questions about
  the Key Concept.
• Record essential questions identified through the
  whole group discussion.
• Depending upon the lesson, students may search
  for answers to the essential questions via
  textbook, articles, web quests, field trip, etc.
  All of the questions do not need to be answered
  during this lesson.

Essential Questions promote higher-level thinking
and require more than a yes, no or
single-word answer.
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Elements of Nonfiction
How is nonfiction written differently from
fiction?
Cause and Effect
Teasing my brother, getting in trouble
Problem and Solution
Going to the doctor
Two friends with similarities and differences
Comparison and Contrast
How can understanding nonfiction elements help me
when I read?
Why would an author use one element instead of
another?
How can I use these elements in my writing?
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Build a Summary

• Teacher
• Lead whole group to build a short Summary
  Statement that answers the daily challenge
  question.
• The Summary Statement includes the Key Concept
  and Big Ideas and may also address selected
  essential questions.

• Students
• Participate in the whole group discussion.
• Record Summary Statement on the graphic
  organizer.

Some students may benefit from partial
note-taking assistance. For these students,
provide a graphic organizer with a partially
completed Summary Statement. For example
Nonfiction is written differently from fiction,
because ____
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Elements of Nonfiction
How is nonfiction written differently from
fiction?
Cause and Effect
Teasing my brother, getting in trouble
Problem and Solution
Going to the doctor
Two friends with similarities and differences
Comparison and Contrast
How can understanding nonfiction elements help me
when I read?
Why would an author use one element instead of
another?
How can I use these elements in my writing?
Nonfiction is written differently from fiction,
because writers use elements like cause and
effect, problem and solution, and comparison and
contrast to organize information. Understanding
these elements helps me make predictions as I
read.
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Evaluate and Celebrate

• Teacher
• Assess student learning.
• Review essential questions yet to be answered and
  provide a preview of learning to come. (Whats
  next?)
• Explain how the homework assignment directly
  relates to the days lesson.

• Students
• Reflect on individual learning by asking, Can I
  answer the Challenge Question?
• Complete assessment activity.

In addition to checking the students GLOBE
organizers, teachers can assess comprehension by
using an exit slip or thumbs up/thumbs down
survey.
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Elements of Nonfiction
How is nonfiction written differently from
fiction?
Cause and Effect
Teasing my brother, getting in trouble
Problem and Solution
Going to the doctor
Two friends with similarities and differences
Comparison and Contrast
How can understanding nonfiction elements help me
when I read?
Why would an author use one element instead of
another?
How can I use these elements in my writing?
Nonfiction is written differently from fiction,
because writers use elements like cause and
effect, problem and solution, and comparison and
contrast to organize information. Understanding
these elements helps me make predictions as I
read.
Yes!
Read passage and identify the nonfiction elements
Cause and Effect Key Words
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GLOBE Examples Across the content areas
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Branches of the U.S. Government
How do the branches of the U.S. government
function?
Executive
The principal runs the school
Legislative
Parents make the rules at home
Judicial
A baseball umpire makes calls
What is the system of checks and balances? How
does the system ensure there is no abuse of
power? Is one branch stronger than another?
How are members of each branch chosen?
Each of the 3 branches of the U.S. government has
a function. The executive branch administers
(runs) the government. The legislative branch
writes laws. The judicial branch decides if laws
are constitutional. The system of checks and
balances ensures no branch has too much power.
Yes!
Complete graphic organizer of the three branches
How the system of checks and balances work
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States of Matter
How are gases, liquids and solids different and
alike?
Solid Liquid Gas
A marble Lemonade Steam
How can you tell if something is a liquid, gas or
solid? What happens when matter in each state
is placed in a container? How do the
particles of a solid, liquid and gas behave
differently?
Matter can take the form of a solid, liquid, or
gas. A solid has a definite shape and volume. A
liquid has a definite volume, but it takes the
shape of the container. A gas fills the entire
volume of a container. The particles in a gas are
spread out, in a liquid they are closer together,
and in a solid they are packed together.
Yes!
Complete States of Matter Chart
Matter Changing States Experiment
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Integers
How can the value of integers be compared?
Positive Integers Zero Negative Integers
Being given 5 for allowance The ground floor of
a building A 5 yard penalty in football
What numbers are considered integers?
When do I use positive and
negative integers in daily life? What are some
examples of positive and negative integers? How
can I tell which integer is larger?
Integers are the set of positive whole numbers,
negative whole numbers and zero. To determine
which number is larger or smaller, graph the
integers on a number line. The farther to the
right a number is on the number line the more
positive (or larger) it is.
Yes!
Comparing Integers using lt and gt
Adding Integers
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How to Implement GLOBE

• Review your curriculum indicators and objectives
• Create a Teacher Sample
• Identify Key Concept, Challenge Question, Big
  Ideas
• List potential Connections, Essential Questions,
  and Summary Statement
• Determine Assessment Activity
• Review Class Profile Matrix and plan
  implementation of accommodations
• Consider use of visual, auditory, and/or tactile
  aids to enhance teacher presentation and student
  exploration

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Team Activity

• Develop a GLOBE graphic organizer for the Key
  Concept Principles of Effective Collaboration.
• Big Ideas
• Respect of Knowledge/Skill
• Established Communication System
• Common Understanding of the Classroom Environment
• Co-Accountability
• Be prepared to share with the whole group.

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Evaluating GLOBE Implementation

• How do teachers know if the implementation of the
  GLOBE strategy was effective?
• GLOBE Look-fors
• Key Concept and Big Ideas relate directly to the
  curriculum and are clearly defined
• Challenge Question keys students in to important
  information and sparks thinking
• Students actively participate by drawing
  connections and formulating questions
• Summary statement demonstrates attainment of the
  lesson objectives
• Teacher connects previous learning and future
  learning with GLOBE strategy activities

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References

• Clapper, A. T. et. al. (2002). Never too Late
  Approaches to Reading Instruction for Secondary
  Students with Disabilities. Research to Practice
  Brief.
• Dickson, S. et. al. Text Organization Curricular
  and Instructional Implications for Diverse
  Learners. Retrieved August 19, 2005, from
  http//www.cast.org.
• Hall, T. Differentiated Instruction. Retrieved
  August 19, 2005, from http//www.cast.org.
• Hall, T. Explicit Instruction. Retrieved August
  19, 2005, from http//www.cast.org.
• Kameenui, Edward J. et. Al. (2002). Effective
  Teaching Strategies that Accommodate Diverse
  Learners.
• Making Learning Easier Connecting New Knowledge
  to Things Students Already Know. Retrieved from
  http//www.teachingld.org/pdf/teaching_how-tos/mak
  ing_learning_easier.pdf.