Learning-Focused Strategies www.LearningFocused.com Bonnie - - PowerPoint PPT Presentation
Learning-Focused Strategies www.LearningFocused.com Bonnie Albertson Adapted from Chris Evans, DRWP and Aleta Thompson, DWP What is the Learning-Focused Model? A model that provides a planning framework that focuses on learning Albertson,
Bonnie Albertson
Adapted from Chris Evans, DRWP and Aleta Thompson, DWP
Albertson, 2011
Albertson, 2011
Albertson, 2011
Albertson, 2011
SLM - Literacy and Technology in Urban Schools
Lesson EQ : What are the some classroom management techniques that facilitate learning
KEY VOCABULARY
reinforcement
Classroom Management
Unit Essential Question: How can teachers integrate technology into culturally responsive literacy classroom ?
Lesson EQ: How can technology to improve student writing ?
Technology
KEY VOCABULARY
appropriateness
** LFS
Lesson EQ :How can incorporating culturally responsive pedagogy improve student learning?
KEY VOCABULARY Culturally Responsive Pedagogy
Lesson EQ : What
are the non- negotiable components of a research-based literacy classroom?
Literacy
Lesson EQ How can I use technology for BEFORE, DURING & AFTER reading lessons? Lesson EQ : What are some
I should know about and use?
KEY VOCABULARY KEY VOCABULARY KEY VOCABULARY
e.g. The components of a persuasive essay
e.g. Persuasive writing is used to influence the thoughts and actions of the reader.
verb! e.g. Analyze perspectives related to an issue
Albertson, 2011
Albertson, 2011
KNOW UNDERSTAND DO
design
guidelines
* Class for March 3
behavior management systems are data- based and consistently implemented.
effective instructional practice are essential for student learning
design promotes strong alignment between instruction and standards, facilitates effective instruction for all students, and encourages teacher metacognition
formats that are appropriate for students and instructional goals supports student learning
range of instructional activities - including process, product and materials – supports student learning.
* Class for March 3
behaviors
for “target” students that are data-based
WGRD strategies for applying skills
responsibility model
goals and student population
strategies to accommodate needs of all learners
* Class for March 3
Albertson, 2011
Knowledge can be assessed through:
Understanding can be assessed through:
Skills (Do) can be assessed through: Multiple choice Short answer
Constructed response
Performance task Product Presentation Observations Checklists Work samples Portfolios Constructed Responses Essays
Albertson, 2011
Albertson, 2011
Essential Question: (What question—from your Student Learning Map and based on your
standards/grade-level expectations—will direct and focus this lesson?)
What are e the e no non-neg egotiable e componen ents of a res esea earch-base ased l literac acy classr assroom?
KUD: What must students know, understand and do to achieve learning goals? “KNOW” (noun phrases – literal level knowledge) WGRD; S Skill vs.
trate ategy, G Guided Release se of Responsib ibilit ility Model; LF LFS t temp mplate “DO” (verbs: range from low level skills to critical thinking skills)
teac ach l lite teracy sk skills al s alon
with th WGRD str strate ategies f s for
applying sk skills s
Consi siste stently uti tilize th the guided r release se of
spon
sibility mod
se LFS lesson sson te template to to create l lesson ssons “UNDERSTAND” (the enduring understanding that gets at Essential Question)
sear arch-su supported te tenan ants ts of
struction
prac actice ar are esse ssenti tial f for
stu student l lear arning
tilizing L LFS principles of s of lesson sson/unit desi sign prom
s stron
alignment betw tween i instr struction an and stan standar ards, s, fac acilitate tes e effective i instr struction
for
all stu students, s, an and encou
te teac acher metac tacognition
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March 3 class Acquisition lesson - continued
Formative Assessment Prompts: (How will you know students are making progress toward
learning goals? BRIEFLY list the assessment topic you will embed within this lesson. For a shorter lesson, only 1 AP may be necessary; for longer lesson, 3 or more may be appropriate)
AP #1 topic: AP #2 topic:
AP #3 topic:
Standards: CCSS literacy standard (spell out – do not just list a number)
Albertson, 2011
Activating: (How will you hook students at the beginning of the lesson and activate and/or build the necessary prior knowledge? This would generally be a BEFORE reading activity)
Have ave stu students s read ad Cr Creol
fai airy tal tale and nd “Evol
arti
ave stu students ts sh shar are f feelings s ab abou
t difficulties s com
and what at it t feels l s like to to “str struggle” as as a a read ader.
Key Vocabulary to preview: (What content-specific vocabulary will students need to know in order to make meaning of the learning in the lesson? )
strat ategy
at G Good
ders rs D Do
ed R Relea ease o e of In Instr struction
Mod
Albertson, 2011
March 3 class Acquisition lesson - continued
Strategic Learning Activities: (What specific, research-based teaching practices will you use to
engage students in their learning? e.g. distributed guided practice, numbered heads, collaborative pairs, think-pair-share, jigsaw, exit tickets, note to absent student, writing-to-learn strategies, etc.)
Thin ink-pair ir-share, ga gallery walk, k, ex exit t tick cket et
Graphic Organizer(s) Used: (What graphic organizers or other organizational tools will you use to help students organize their learning?)
SLM LM, LF LFS temp mplate
Materials Needed: (What specific materials – from annotated bibliography – will you need to present this lesson?)
Cr Creol
airy tal tale, A Albertso son, et t al al ar arti ticle, p pow
t, L LFS te template
Albertson, 2011
March 3 class Acquisition lesson - continued
Instructional Plan: [EXPLICIT, step-by-step description of HOW you will provide instruction and/or specific learning experiences (guided release model), which lead students to the understanding necessary to respond to each formative assessment prompt? What will be the sequence of these learning experiences? Be sure to embed explicit BEFORE, DURING, &/OR AFTER reading strategies] Instruction Chunk #1 Debrief r
resu sults s of
air-share af afte ter read ading te texts i ts in Acti tivating ac
Emphasi size th that m at much of
that at disc scom
will b be disc scuss ssed/address ssed in late ater c class
view goal
s of
this c s class ass, vi via P a Pow
t. Fol
Pow
t throu
th theor
implications of
at Good
Read aders s Do
terature . . Cl Clar arify d difference betw tween sk skill an and str strate ategy .
Assessment Prompt #1: Have
ave stu students s look
at lesson sson p plan an brou
to class ass an and identi tify WGRD str strate ategies u s uti tilized . . Note
gap aps. s.
Instruction Chunk #2 Fol
Pow
poi
t th throu
Release se of
spon
Mod
Clar arify th think-alou
Ask sk f for
student t to to mod
think-al aloud.
Assessment Prompt #2: Have
ave stu students s look
at lesson sson p plan an brou
to class ass an and identi tify Grad adual Release se of
spon
gap aps. s.
Instruction Chunk #3: In
Intr trod
LFS…
Assessment Prompt #3: Have
ave stu students s atte attempt to to “retr trof
their esson sson plan an to to fit L t LFS te
Note
aps. s. Col Collect….
Albertson, 2011
March 3 class Acquisition lesson - continued
*Summarizing Strategy: (How will students summarize what they have learned as a result of the lesson
to provide evidence of their understanding, in relation to the lesson essential question? Examples: Exit Ticket, 3-2-1, Answer the EQ, writing-to-learn exercise, etc.)?
Exit t t ticket: t: What at idea( a(s) s) f from
tonight’s c class ass r reinfor
arified what at you
already d do?
What at idea( a(s) s) f from
tonight’s c class ass w was as “new” to to you
What at idea( a(s) s) f from
tonight’s c class ass l left w t with th y you
th qu questi stions?
Assignment(s): (What summative assessment will students do to prepare for, reinforce and/d their understanding?)
Final al p por
tfol
includes 3 liter eracy l les essons, w which ch ef effect ectively utilize LFS FS lesson sson f for
at.
Albertson, 2011
March 3 class Acquisition lesson - continued