Mind Mapping

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Mind Mapping

• Draw a circle in the center of your paper.
• Write CITW and WWIS in the circle.
• As you listen to the review, connect ideas to the
  center of the web. You may want to put main
  ideas in bubbles, and subordinating ideas on
  lines connected to the bubble.
• At the end of the review, go over the mind map
  you created to help you recall the key ideas from
  the October meeting.

2

• Learning Goals- Participants will gain an
  understanding of
• factors that research indicate can have a
  significant influence on student achievement
• the research recommendations for implementing
  these factors
• instructional strategies for increasing student
  learning
• leadership for increasing student achievement

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1 gtgtgtgtgtgt2gtgtgtgtgtgtgt3gtgtgtgtgtgt4 Not at all
To a great extent

• The content considered essential for all students
  versus the content considered supplemental has
  been identified and communicated to teachers.
• The amount of essential content that has been
  identified can be addressed in the instructional
  time available to teachers.

4
1 gtgtgtgtgtgt2gtgtgtgtgtgtgt3gtgtgtgtgtgt4 Not at all
To a great extent

• The essential content is organized and sequenced
  in a way that students have ample opportunity to
  learn it.
• Someone checks to ensure that teachers address
  the essential content.
• The instructional time available to teachers is
  protected by minimizing interruptions and
  scheduled non-instructional activities.

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2. Challenging Goals and Effective Feedback
1 gtgtgtgtgtgt2gtgtgtgtgtgtgt3gtgtgtgtgtgt4 Not at all
To a great extent

• An assessment system is used that provides for
  timely feedback (e.g., at least every nine weeks)
  on specific knowledge and skills for individual
  students.
• Specific achievement goals are set for the school
  as a whole.

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2. Challenging Goals and Effective Feedback
1 gtgtgtgtgtgt2gtgtgtgtgtgtgt3gtgtgtgtgtgt4 Not at all
To a great extent

• Specific achievement goals are set for individual
  students.
• Performance on school-wide and individual student
  goals is used to plan for future actions.

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Factors Influencing Achievement
9. Home Environment 10. Learned Intelligence/
Background
Knowledge 11. Motivation
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Examples of cooperative learning

• Reciprocal Teaching
• Jigsaw
• Think-Pair-Share
• Three Step Interview
• Round Robin Brainstorming
• Three Minute Review
• Numbered Heads
• Team Pair Solo
• Circle the Sage
• Appendix pp 16 - 22
• Jigsaw groups of 4, pick 2 strategies you can
  use with your unit (BK or new content), share
  with partners

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Setting Objectives
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Setting Objectives and Providing Feedback
Generalizations from research on Providing
Feedback

• Feedback should be corrective in nature.
• Feedback should be timely.
• Feedback should be specific to a criterion.
• Students can effectively provide their own
  feedback.

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Homework and Practice
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Homework
and Practice
Generalizations from Research on Homework

• The amount of homework assigned to students
  should be different from elementary to high
  school.
• Parent involvement in homework should be kept to
  a minimum.
• The purpose of homework should be identified and
  articulated.
• If homework is assigned, is should be commented
  on.

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Revise Plan

• WHAT WERE SOME OF THE SUCCESSES/CHALLENGES YOU
  ENCOUNTERED WHEN YOU BEGAN TO WORK WITH THESE
  STRATEGIES IN YOUR CLASSROOMS?
• WHAT QUESTIONS/CLARIFICATIONS DO YOU HAVE
  ABOUT ANY OF THE STRATEGIES YOU TRIED TO
  IMPLEMENT?

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Report Out
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Factors Influencing Achievement
9. Home Environment 10. Learned Intelligence/
Background
Knowledge 11. Motivation
16
Direct Approaches to enhancing Background
Knowledge

• Field Trips San Diego Maritime Museum
• Travel Semester at Sea
• Foreign Exchange Students
• Athletic Events/Camps
• Cultural Events/Camps
• Big Brother Programs
• K N O L L S Outdoor Wilderness Experiences
• Apprenticeships

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Indirect approaches to enhancing Background
Knowledge Wide Reading Direct Vocabulary
Instruction
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Wide Reading (SSR)Key Considerations

• 2-3 days per week.over time (1 year
  minimum)
• 20 minutes per day
• Provide a variety of high interest books
• Provide opportunities for students to read, write
  and talk to each other about what they read

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• Effective Vocabulary Instruction to Build
  Background Knowledge
• Effective vocabulary instruction does not rely on
  definitions.
• Students must represent their knowledge of terms
  in linguistic and nonlinguistic ways.
• Effective vocabulary instruction involves the
  gradual shaping of word meanings through multiple
  exposures.
• Teaching words parts enhances students
  understanding of terms.
• Different types of terms 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.

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Defining Academic Vocabulary
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Defining Essential Vocabulary(1-2-3)Criteria

• 1- The term, phrase or concept is critical for
  students to know. 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.
• 2- The term, phrase, concept is useful but not
  critical (lacks one of the three criteria).
• 3- The term ,phrase, concept is interesting,
  but not critical (lacks more than one of the
  three criteria).

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Using a Research-Based Process

to Teach Academic Vocabulary
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Nonlinguistic Representations
Generalizations from research on Nonlinguistic
Representations

• A variety of activities produce nonlinguistic
  representations.

creating graphic representations, making
physical models, generating mental pictures,
drawing pictures and pictographs engaging in
kinesthetic activities
2. Nonlinguistic representations should
elaborate on knowledge.
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Indirect Approach Direct Vocabulary Instruction
Using Nonlinguistic techniques Learning affixes
and roots Using the 6 step process
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Affixes and Roots
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White, Sowell, Yanagihara (1989) Study of
American Heritage Word Frequency Book (Carroll,
Davies, Richmond, 1971) Using this list of high
frequency words
Prefixes Un- alone accounts for 26 of the
prefixed words. Un-, re-, and in- (not) account
for 51 of the total. Un-, re-, in-, and dis-
account for 58 of the total.
Suffixes -s, -es, ing, account for 65 of
suffixed words. Just 10 suffixes account for 85
of suffixed words-- -s, -es, -ing, -ly, -er,
-ion, -able, -al, -y, -ness
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White, Sowell, Yanagihara (1989) Study of
American Heritage Word Frequency Book (Carroll,
Davies, Richmond, 1971) Using this list of high
frequency words
Roots No usable study has identified the most
frequent or the most useful roots.
Some Greek roots that might be included in
science instruction? ast star astronomy cycl c
ircle, ring cycle, cyclone meter measure thermo
meter, barometer phon sound symphony,
telephone scop see microscope,
periscope therm heat thermometer, thermal
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Using a Research-Based Process

to Teach Academic Vocabulary
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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.
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Step 2 Ask students to restate the description,
explanation, or example in their own words.
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Step 3 Ask students to construct a picture,
symbol, or graphic representing the term or
phrase.
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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.
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A Six-Step Process for Teaching New Terms
Step 4 Engage students periodically in
activities that help them add to their knowledge
of the terms in their notebooks.
Examples Free Association Identifying
similarities and differences Concept Attainment
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A Six-Step Process for Teaching New Terms
Step 4 Engage students periodically in
activities that help them add to their knowledge
of the terms in their notebooks.
Free Association
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Free Association Rules

• Students work in groups of 2-4
• Teacher says the term or phrase
• First student calls out any word(s) that are
  related to the term that first come to mind
• Next student says a related word or term that
  either describes the original term or is related
  to the second related term
• Game continues until teacher saysSTOP
• Last student describes relationship of the last
  term to the original first term. Share these
  around the room.
• Record new, broadened connections in vocabulary
  notebooks

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A Six-Step Process for Teaching New Terms
Step 4 Engage students periodically in
activities that help them add to their knowledge
of the terms in their notebooks.
Concept Attainment
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A Six-Step Process for Teaching New Terms
Step 4 Engage students periodically in
activities that help them add to their knowledge
of the terms in their notebooks.
Comparing terms

• Sentence Stems
• Venn Diagrams
• Matrix

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A win and a victory are similar because they
both ________________. ________________. ______
__________. A win and a victory are different
because Win is ___, but Victory is
__________. Win is ___,but Victory is
________. Win is ___,but Victory is ________.
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Food eaten during frontier days
Food eaten today
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A Six-Step Process for Teaching New Terms
Step 5 Periodically ask students to discuss the
terms with one another.
Think, Pair, Share
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A Six-Step Process for Teaching New Terms
Step 6 Involve students periodically in games
that allow them to play with terms.
What is the Question? Vocabulary Charades Name
That Category Draw Me Talk a Mile a Minute
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Managing a Vocabulary ProgramKey Considerations

• Managing the Student Notebook
• Managing terms that are related to ones taught
• Managing TIME for direct vocabulary instruction

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D. What will be done to help students
continue to learn the new
content?
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Identifying Similarities and Differences
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c
Comparing Classifying Analogy Metaphor

?
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Identifying Similarities and Differences
Generalizations from research on Identifying
Similarities and Differences

• Presenting students with explicit guidance in
  identifying similarities and differences enhances
  students understanding of and ability to use
  knowledge.

• Having students independently identify
  similarities and differences enhances students
  understanding of and ability to use knowledge.

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• Representing similarities and differences in
  graphic and symbolic form enhances students
  understanding of and ability to use knowledge.

• Identification of similarities and differences
  can be accomplished in a variety of ways.
• (Comparing, Classifying, Analogy, Metaphor)

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Comparing Identifying and describing similarities
and differences among items.
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A and B are similar because they
both ________________ ________________ ________
________ A and B are different because A is
__________, but B is ___________. A is
__________, but B is ___________. (App. 42.4)
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Comparing

• Identify what you are comparing and decide on a
  format to organize your information and guide
  your thinking.

• Examine the items and decide what characteristics
  would lead to an interesting comparison.

• For each characteristic, explain how the items
  are similar and different.

4. Re-examine your information, and state what
you learned or thought about by doing this
comparison.
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Food eaten during frontier days vs food eaten
today

• Frontier days Today
• Raise, grow, Could
  Buy at store
• hunt raise,
  Raise, grow
• grow
  or hunt
• Limited storage and hunt
  Storage/preservation
• preservation
  long term, variety
• Limited variety All food
  Wide variety
• 
  groups

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Comparing

• For each characteristic, explain how the items
  are similar and/or different.
• Change the characteristics and repeat steps 1-3.
  Ask What new insights did the change of
  characteristics give you?

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Food eaten during frontier days
Food eaten today
Characteristic ________________
Variety
The variety of food today and in past is very
different. The food in past was mainly what was
grown and what was hunted in the region where a
person lived. Today we have food from all over
the world. In addition, the number of recipes
available to us and the prepared foods we can now
buy contributes to major variety we enjoy today,
not present in frontier days.
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c
Classifying

• Born, Raised, or spent most of your life in Boise
• Born, Raised, or spent most of your life W. of
  Mississippi, but not in Boise
• Born, Raised, or spent most of your life E. of
  Mississippi
• Born, Raised, or spent most of your life out of
  the US

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Identifying Similarities and Differences
Steps for Classifying
Grouping items into definable categories on the
basis of their attributes

• 1. Identify the items you want to classify.
• 2. Select what seems to be an important item
  and identify other items like it based on their
  attributes.
• 3. State the rule that describes membership in
  this category.
• 4. Select another item and identify others that
  are like it.
• 5. State the rule that describes membership in
  this category.
• Repeat the previous two steps until all items
  are classified and
• each category has a rule that describes it.
• 7. If necessary, combine categories or split
  them into smaller categories and state the rules
  for those categories.

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ANALOGIES Creating analogies is the process of
identifying relationships between pairs of
concepts-in other words, identifying
relationships between relationships. Like
metaphors, analogies help us to see how seemingly
dissimilar things are similar, increasing our
understanding of new information.
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Identifying Similarities and Differences
TYPES OF RELATIONSHIPS COMMON TO ANALOGIES
Similar Concepts Dissimilar Concepts Class
Membership Class Name or Class Member
Part to Whole Change Function Quantity/Size
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Abstracting
The process of identifying and articulating the
underlying theme or general pattern of
information.
1. Identify what is considered important or basic
to the information or situation with which you
are working. 2. Write that basic information in a
more general form by replacing words
referring to specific things with words
referring to more general things, and
summarizing information whenever
possible. 3. Find new information or a situation
to which the general pattern applies.
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Key Points Abstracting
1. Step 1 of the process-identifying the
important or basic literal information-is often
the most challenging for students. They will
need many opportunities to practice this
step. 2. Students often have questions about how
general language in the abstract pattern should
be. The level of generality thats appropriate
depends on the content and purpose of the
assignment. 3. As students apply a general
pattern to new specifics and identify the
obvious connections, encourage them to make
connections that are less obvious and more
interesting.
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Steps to teaching analogies 1. Present students
with structured examples of analogies.For
example, a teacher might introduce the format for
analogies by providing students with content-area
examples like the following Thermometer is to
temperature as Odometer is to mileage Or Willy
Loman is to tragedy as Falstaff is to comedy Ask
students to explain how the the relationship
between A and B is similar to that between C and
D.
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2. Present students with open-ended analogies.
For example, provide students with an incomplete
analogy like the one below Evaporationwater As
Condensation ( )
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3. Present students with a graphic organizer for
analogies For example
is to
Relationship_____________
As is to
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4. Present students with analogy problems. For
example AccelerateDecelerateAmicable_________
__ A. Friendly B. Cooperative C. Hostile D.
Enemy
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COMMON ANALOGY RELATIONSHIPS Similar
Concepts Adjacent concepts are synonyms or
similar in meaning. Rumorgossipenergize___
_______ demoralize support invigora
te Dissimilar Concepts Adjacent concepts are
antonyms or dissimilar in meaning.
Happysadtall________ short long
high
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COMMON ANALOGY RELATIONSHIPS Class
Membership Adjacent concepts belong to the same
class or category. Otterturtlered_________
cat purple mood Class Name and
Class Member One element in a set is a class
name, the other is a member of the class
Ballpointpenbeetle_______ plant
winter insect
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Part to Whole One element in a set is a part of
the other element in the set. bladefansleeve_
_________ pants shirt arm Change One
element in a set turns into the other
element. Maggotflyseed__________ plant wo
rm dirt
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Function One element in a set performs a function
on or for another. golferclub_____________
student homework book tutor Quantity/Size
The two elements in the set are comparable in
terms of quantity or size. Mountainanthill____
________mouse elephant ant gerbil
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Stop asking me if were almost there. Were
nomads for crying out loud!
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Exit Cards

• Discussion and Planning
• What strategies do you plan to implement, revisit
• What are your ideas for sharing strategies with
  staff, and discussion of next steps at your
  school