Lesson Mastery

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Lesson Mastery

• Designing Lessons So All Students Succeed
• _at_ Your Library
• Celeste DiCarlo Nalwasky, Ph.D.
• October 26, 2007
• American Association of School Librarians
• Reno NV

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Workshop Purpose

• Teachers need to collaborate with school library
  media specialists who can perform as effective
  teachers.
• Teachers dont want to work with amateurs.
• The effective teacher designs lessons so that all
  students succeed.
• There are so many roles that teacher librarians
  must assume. I want to motivate you to want to
  formally teach ALL students!

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We Now Know . . .

• The Three Characteristics of an Effective Teacher
• Has positive expectations for student success
• Is an extremely good classroom manager
• Knows how to design lessons for student mastery

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I didnt know these then . . .

• Eight years into my career as a teacher
  librarian
• ready to quit
• overwhelmed by the many tasks
• thought that business and industry was waiting
  for me, and so was Prince Charming

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Enter Harry K. Wong

• Took back to our library media center several
  principles which started a learning experience
  which is still going strong!
• Teach to one objective
• Tell them at the beginning of an assignment what
  you expect
• Use humor and good will
• Treat all students like you love them
• Attend to classroom management

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Who is Harry Wong?

• One of the most sought after speakers in
  education today
• Former classroom teacher
• Wrote with Rosemary T. Wong
• The First Days of School
• How to Be an Effective Teacher
• Continues to be an educational bestseller

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The Best Selling
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There you have it!

• The most useful book any teacher can read and own
• Based upon educational research
• Everything you need to know on being a success
• Testimonials from successful teachers
• Interesting to read with pictures and boxes

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Classroom management

• Without it, you cant do all the wonderful things
  that want to do with your students.
• No school library media center can work without
  procedures and routines.
• Today we need a procedure.

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Procedures for Today

• Attention Getter
• 1. Freeze.
• 2. Turn and face me.
• 3. Be ready for instruction
• This is the only one that I need to teach today!

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What is Lesson Mastery?

• Mastery is the students demonstration that a
  concept has been comprehended or a skill can be
  performed at a level of proficiency determined by
  the teacher.
• - from The
  First Days of School, p. 11

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To teach for mastery, an effective teacher must .
. .

• Know how to design lessons in which a student
  will learn a concept or a skill
• Know how to evaluate the learning to determine if
  the student has mastered the concept or the
  skill
• - from The First Days of School, p. 11

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For me to know that you have learned today . . .

• You will be asked to
• choose one of the lessons that you will most
  likely use in some way
• evaluate your own practices what are you most
  likely to change
• apply components which will add to your students
  learning

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The Lesson Template

• Can have multiple elements
• Many different models, but all have striking
  resemblances
• Todays focus
• Anticipatory Set, Motivator, Zinger
• Academic Standards
• Objective, Criteria, Goal
• Assessment, Check for Understanding

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Lesson 1 The Book Talk

• The staple of our profession
• Over 100 a Year!
• More than a summary
• Creates a school of readers
• Lets you customize the selections to each group
  of students
• Dont need many titles, but you do need multiple
  copies

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Lesson 1 The Book Talk

• Motivator
• Say, We know that there are some days that we
  genuinely want to quit our positions. Today I
  would like to share with you several books that I
  think will help you to regain your zest and zeal
  for teaching.

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Lesson 1 The Book Talk

• Objective
• Students will
• SELECT
• a title for independent reading
• (Level 6, Evaluation
  BloomsTaxonomy)

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Lesson 1 The Book Talk

• Guided Practice
• Orally ask true/false questions as the
  participants respond through hand signals by
  participants.

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Lesson 1 The Book Talk

• Assessment
• In a library media center this is easy to assess,
  since your computerized program will tell you if
  they did. ALL students must make a selection.
• At this presentation, participants will raise
  their hand, IF they select the titles which were
  talked.

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(No Transcript)
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• Marva Collins Way.
• Hand held copy

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(No Transcript)
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Books Talked

• Clark, Ron. The Essential 55. New York
  Hyperion, 2003.
• Collins, Marva and Civia Tamarkin. Marva
  Collins Way. New York Jeremy
  P.Tarcher/Putnam,
• 1990.
• Esquith, Rafe. There Are No Shortcuts. New
  York Anchor Books, 2003.

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Lesson 2 Orientation for New Students

• Motivator
• Say, Have you ever heard of a
• Shotgun Start? This term is used on
• golf courses for golf events. What
• happens is that everyone is assigned to
• a certain hole on the golf course.

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Lesson 2 Orientation for New Students

• Motivator (Continued)
• It used to be that someone fired a
  shotgun in the air so that everyone can hear it
  no matter where they were on the course. Then
  everyone starts playing at the same time. I
  think that shotguns are no longer used for this
  purpose, but the term still is.

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Lesson 2 Orientation for New Students

• Motivator (Continued)
• Today I have placed numbers beside
  some of the hot spots around our library media
  center. Just like the shotgun start in golf, I
  am going to place you and one or two partners by
  one of the numbers. Then the whole class will
  start at the same time to complete the activity
  which I have designed for you.

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Lesson 2 Orientation for New Students

• Objective
• Students will
• DECIDE
• the reason each selected hot spot was chosen
  as an important one for their use of our library
  media center.
• (Level 6, Evaluation
  Blooms Taxonomy)

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Lesson 2 Orientation for New Students

• Assessment
• Students will work in assigned pairs to complete
  the graphic organizer.
• Students who do not respond with 100 accuracy
  will be guided to the area by teachers or
  designated students.

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Lesson 3 Citations

• Motivator
• Say, Ive learned something from the students
  who came here before you. I learned that you
  hate to tell me where you got your information
  for your written reports. The reason that you
  hate to tell me this, is because you must write
  it. Then every time that you miss something, you
  hate to write it again. Today we are going to do
  things differently.

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Lesson 3 Citations

• Objective
• Students will
• WRITE
• citations for the sources they use to find
  information for their informational reports.
• (Level 5, Synthesis Blooms Taxonomy)

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Lesson 3 Citations

• Guided Practice
• Each of the pairs will have one student move
  the pieces of paper into the correct order for
  the type of media that they are citing. Once
  they both feel that all of the pieces are
  correctly placed, a teacher or his/her designee
  will come to check the citation entry.

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Lesson 3 Citations

• Guided Practice (Continued)
• If there are any errors, the students will be
  asked to find the mistake(s) and correct it/them.
  They must call the evaluator back once they
  think that the mistake(s) have been corrected.
  If the mistake(s) are not found, then help will
  be given.

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Lesson 3 Citations

• Guided Practice (Continued)
• Once the order is correct, and the hanging
  indention, too, then the pair will reverse roles
  and do it again. Once the students in each pair
  have completed their practice with 100 accuracy,
  then they may move on to write the citation(s)
  for the sources that they will be using for their
  report.

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Lesson 3 Citations

• Assessment
• Students will write citations for their sources
  following the adopted style.

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Lesson 4 Note Taking Organization

• Motivator
• The teacher librarian will
• show the students six pieces of construction
  paper.
• tell the students that each piece of paper will
  be used to place a crayon of the same color on
  it. (one for red, one for blue, etc.)
• lay the colored construction paper on a table and
  begin placing the crayons that corresponds with
  the colored construction paper on each one.

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Lesson 4 Note Taking Organization

• Motivator (Continued)
• The teacher librarian will
• find a crayon with a blend of colors, such as
  red-orange. Ask students how they would match
  those colors to the construction paper. All
  possibilities that they offer are correct. Use
  these as examples of their decisions being
  correct ones.
• say, Just as I am placing the crayons with the
  matching colors, you must decide which sub-topic
  your information best matches as you take your
  notes. Many times you may decide that the
  information doesnt match any of them at all.
  You must also place the information which is
  related or matches the subtopic. You must make
  that decision.

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Lesson 4 Note Taking Organization

• Objective
• Students will
• WRITE
• as notes information that they find in
• sources related to their subtopics.
• (Level 5, Synthesis Blooms Taxonomy)

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Lesson 4 Note Taking Organization

• Assessment
• The checklist of expectations will be given to
  all students before the assignment is begun. All
  notes will be read and evaluated using these
  expectations.

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Lesson 5 Science Databases

• Motivator
• Say, Today you will be introduced to databases
  which may make the gathering of your information
  easier through sources which have been judged as
  authoritative and accurate.

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Lesson 5 Science Databases

• Objective
• Students will
• USE
• subscribed databases to find information for
  their science projects .
• (Level 3, Application
  BloomsTaxonomy)

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Lesson 5 Science Databases

• Assessment
• Students will conduct a search
• using subscribed science
• databases. Their selected search
• results will be printed and submitted
• for evaluation.
• (Note I taught this lesson when we had only
  one
• computer in our library media
  center.)

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Session Assessment

• You will be asked to
• choose one of the lessons that you will most
  likely use in some way Stand.
• evaluate your own practices what are you most
  likely to change Tell the person on your
  right.
• apply components which will add to your students
  learning - Stand.

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Resources

• Wong, Harry K. and Rosemary T. Wong. The
  First Days of School How to Be an
  Effective Teacher. Harry K. Wong Publications,
  Inc., 2004.
• Wong Harry K. The Effective Teacher, an Eight
  Part
• CD Series. Harry K. Wong
  Publications, Inc.,
• 1998.
• Harry K. Wong Publications, Inc.
• 943 North Shoreline Boulevard
• Mountain View CA 94043
• TEL [phone]
• FAX [phone]

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Websites

• www.teachers.net
• www.harrywong.com
• www.newteacher.com

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My Mission Celeste DiCarlo Nalwasky Ph.D.

• will continue her career to aggressively
  promote literacy of all types and to raise the
  quality of life for all children.

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Communicate With Me!

• Phone [phone]
• Fax [phone]
• Email cnalwasky_at_comcast.net
• Snail 229 Roscommon Place, McMurray PA
  15317