Presenter Tips:
Set the Mood:
Copies for the “BIG DAY”
• Music
• Food/Drink
• Sign in Sheet
• Groups of 4
Set Participant Tables:
Copies for Each Table:
•
Excerpt Discussion Cards (face down on table)
•
•
1 set of Quote Cards per table
1 set of 4 lesson plans per table
1. Jack & the Beanstalk,
2. Dueling Discounts,
3. Science Gravity Lesson,
4. Daryl HS History
Set the Presenter’s Table:
•
•
•
•
Sample Lesson Plans
1 Page Literacy Document
Sample Texts for Microteaching
Microteaching “tear off” sheets
Copies for Presentation:
• 1 Page Literacy Document (1 per person)
• Sample Texts (enough copies to provide
choice so that each group receives 1)
please sign in
and park yourself ______
Welcome to
Uncharted
Territory
the
Land of Cognitive Complexity
Cognitive Reflection Test
Shane Frederick, a professor at Yale’s School of Management
1) A bat and a ball cost $1.10. The bat costs $1.00 more than the ball. How
much does the ball cost? ____cents
2) If it takes five machines five minutes to make five widgets, how long
would it take 100 machines to make 100 widgets? ____minutes
3) In a lake, there is a patch of lily pads. Every day, the patch doubles in size.
If it takes 48 days for the patch to cover the entire lake, how long would it
take for the patch to cover half of the lake? ____days
Author of the test, Shane Frederick said respondents
typically gave the following intuitive, but incorrect, answers:
1) 10 cents,
2) 100 minutes,
3) 24 days.
The correct answer to the first question is 5 cents.
The correct answer to the second question is five minutes.
The correct answer to the third problem is 47 days.
Your intuition is not as good as you
think it is.
- Shane Frederick
People often rely on swiftness — but
it’s actually the slowness that
enables better decisions to be
made.
- Daniel Kahneman
The Intelligence
Trap
See it; judge it
Let’s take a
little trip
On track
Rollover
http://somup.com/cDVTDZZiD
One way we can get
there is to …
Uncharted territory
is...
HOW DO WE GET THERE?
1.
2.
3.
4.
Turn on the
Light
How does the teacher engage
students in pre-reading rituals
that create interest and
establish purpose?
DISCUSS:
In my sample lesson, the
teacher “turned the light on”
by…”
Turn on
the Light
Prime with a Question:
❏ Hook learners
❏ Read an interesting sentence or
excerpt from the text
❏ Essential question
❏ Make text-to-self connections
Establish a Purpose:
“Today we are reading ________ to _____.
While you are reading, I want you to pay
close attention to ______.”
Frontload Vocabulary:
❏
❏
❏
❏
❏
Explain in kid-friendly terms
Provide a visual representation
Use word associations
Connect to prior knowledge
Ask students to revoice vocabulary
to a partner
Survey the Text:
Skim the text- titles, graphs, headings,
illustrations, introductory and concluding
paragraphs.
Probing questions such as:
❏ What do I already know about ____?
❏ What unfamiliar terms exist?
Zoom in
How does the teacher
demonstrate how to interact
with text & organize thoughts
during & after the reading?
DISCUSS:
In my sample lesson, the
teacher “zoomed in” by...
Model {Think Aloud}:
Zoom
in
❏ Read the selected passage aloud as
the students read the same text
silently, stopping periodically to “think
aloud”
❏ Respond to pre-selected questions by
verbally “revealing” how you drew
conclusions
Annotate {Thinking Notes}:
(*) Main Idea/Big Idea
(!) I love this part!
(?) A question this raises
(??) I’m confused
(S) Text-to-self connection
(T) Text-to-text connection
→ Interesting
😊 Something funny
Organize {Graphic Organizers}:
❏
❏
❏
❏
❏
❏
❏
Venn
Bubble
Cause/Effect
Timeline
Somebody wanted but so…
Sequence Chart
Thinking Maps®
Summarize {Marzano’s 6 Frames}:
1.
2.
3.
4.
5.
6.
Narrative
Topic Restriction Illustration
Definition
Argumentation
Problem Solution
Conversation
Time for a BREAK
Think in
Ink
How does the teacher use
planned informal writing to
deepen student learning?
DISCUSS:
In my sample lesson, the
teacher had students
“think in ink” by...
To Explain or Summarize:
Think in
Ink
Students use writing to explain or
summarize. Sentence starters may
be used to jumpstart thinking.
To Use Forced Analogies:
❏ Ask students to name something in a
given category (i.e. in your kitchen)
❏ Select a topic/idea form the text
❏ Students write & complete this frame:
_______ is like _____ because ______
OR
_______ is NOT like ______ because ______
To Compare/Contrast:
To Consider Multiple Viewpoints:
Students use writing to compare
and contrast text features,
characters, events, etc. Sentence
starters may be used to jumpstart
thinking.
T-Chart
Create a T-chart with opposing views on the
same topic. Use text evidence to defend
opposing views.
Socratic Questioning
“Did you consider _____?”
“If what you say is true, what about _____?”
Let’s Talk
How does the teacher use
planned, structured
conversations to deepen
student learning & check for
understanding?
DISCUSS:
In my sample lesson, the
teacher structured
conversations by...
feel free to note strategies used throughout the
lesson, not just part 4
Structured Student Conversations:
Let’s
Talk
❏ Plan & post conversation topics
❏ Use precise directions to explain
purpose of conversation
❏ Group/assign partners
❏ Talk Rules: cite text, be concise,
disagree appropriately
Prime conversation/Sentence Stems:
❏ Before reading- “I already know…”
❏ Working through problems
❏ After reading- “The main points
were…”
❏ Reinforcing academic language
Wait/Talk Time:
Think Time“Our discussion prompt will be _____”
“Think about your response…”
Use Precise Directions to explain
discussion/turn & talk topic
Elicit Feedback:
Total Response Tools❏ Whiteboards or online polling
❏ Vote with Body
❏ Hold-ups (i.e. A,B,C,D or T/F)
Participation Tools to Share out with
Whole Group
LEADING the way
You get
your own
copy!
give full handout
ACROSS OR DIAGONAL
select 4 strategies (1 from each column) your group will focus on
during microteaching
SAMPLE TEXT
1.
2.
3.
4.
5.
Math
Science
Social Studies
ELA
Art
Time for a BREAK
Microteach Bingo
❏ As a table group, read your sample text
❏ Select 1 strategy from Turn the Light On
❏ Use the template provided to script how a teacher would Turn
the Light On
● What might the teacher say to prime the lesson?
● What precise directions might the teacher use to engage
students in pre-reading activities?
{teacher set up or dialogue}
In just a moment
How many of you have heard Kacey
Musgraves song, “Step Off?” Listen to
this last portion of the song {play
music} and follow along with the lyrics
you have on your tables.
When I say “TALK”
Discuss what message you believe
Musgraves is trying to make and other texts
you’ve read that mirror a similar message.”
Ready... “TALK”
Microteach Bingo
❏ As a table group, read your sample text
❏ Select 1 strategy from Turn the Light On
❏ Use the template provided to script how a teacher would Turn
the Light On
● What might the teacher say to prime the lesson?
● What precise directions might the teacher use to engage
students in pre-reading activities?
Microteach Bingo
❏ As a table group, read your sample text
❏ Select 1 strategy from Zoom In
❏ Use the template provided to script how a teacher would Zoom
In on the reading
● What might the teacher say to establish how students will
interact with the text?
● What precise directions might the teacher use?
Microteach Bingo
❏ As a table group, read your sample text
❏ Select 1 strategy from Think in Ink
❏ Use the template provided to script how a teacher would use
Think in Ink
● What might the teacher say to engage students in writing
activities that deepen learning & understanding?
● What precise directions might the teacher use?
Microteach Bingo
❏ As a table group, read your sample text
❏ Select 1 strategy from Let’s Talk
❏ Use the template provided to script how a teacher would use
Let’s Talk
● How might the teacher structure & elicit feedback from all
learners?
● What precise directions might the teacher use?
N = New idea
E = Excitement
S = Steps forward
W = Wonder
“Adolescents entering the 21st century will read and
write more than at any other time in human history.
They will need advanced levels of literacy to perform
their jobs, run their households, act as citizens and
conduct their personal lives.”
- Richard Vaaca
as quoted in FOCUS
Imagine
every student graduating from high school having
analyzed and imitated excellent examples of adult writing and
having written countless close literary analyses, essays, grant
proposals, business plans, and position papers on multiple
political, scientific, and cultural controversies—after carefully
reading, rereading, and discussing two or more conflicting
documents on innumerable engaging issues.
- Results Now
Readicide Students are given NO opportunity to “compose, write [or] revise extended
analytical papers. They have never been required to analyze ideas
from multiple perspectives and reach thoughtful conclusions
supported by compelling evidence. They could recall little
opportunity to discuss, debate...to engage material, to make
meaning of it: struggling through text, figuring it out.”
(J. Ancess, 2008)
“...analytic, argumentative reading & writing have
been replaced by activities (skits, making posters, worksheets, doing
an excessive number of powerpoint presentations) aimed at addressing
popular notions about multiple intelligences and
learning styles.”
- Focus