Improving Instruction, Increasing Literacy...
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This document discusses strategies for improving instruction through the use of learning intentions, success criteria, and reflection. It defines learning intentions as describing what is being learned rather than just activities, and gives an example. Success criteria are then tied to learning intentions to help students know if they have been successful. Several reflection strategies are presented, including having students reflect on notes, with graphic organizers, through exit tickets, using metaphors and analogies, examining word relationships, and creating memes. The overall message is that reflection is important for deepening student learning and should be facilitated through various strategies.
Improving Instruction, Increasing Literacy...
- 1. Improving Instruction, Increasing Literacy, Supporting Our Students Angela Peery, Ed. D. April 2016 See todaysmeet.com/McGuire
- 3. Learning Intentions Deepen understanding of the relationship among learning intentions, success criteria, and reflection Understand why reflection is an important part of lesson design Examine several strategies for having students reflect on new learning
- 4. Success Criteria Describe the relationship of learning intentions, success criteria, and reflection Cite specific information about how reflection deepens learning Explain to a colleague how you will use one of the strategies from our session to facilitate student reflection in the next week or so
- 6. Learning Intentions… Describe what is being learned, not what is being done – cognition, not just activity Are not too general, not too specific – the Goldilocks principle Suggest or state the “why” of the learning
- 7. Example Learning intention: Write an effective description of a character in literature. An effective description makes the reader feel as if they know the person. Success criteria: The characterisation includes a description of the character’s attitudes towards self and others and examples of when the character’s motivations are clear.
- 8. Learning Intentions Gone Wrong When they only cite a number or outcome and don’t describe it in a student-friendly way When they describe only activities and not cognition When they describe what the teacher is covering When they only name the assignment/task When they become rote, mechanical
- 9. Reflection
- 10. Tying It All Together with Reflection How are you progressing towards toward the learning intention? How do you know? What helped you to move toward your goal today? How did your learning connect with what you already knew and could do? Before class today, I didn’t know _____.
- 11. Final Draft Reflection Sheet • As the writer of this piece, are you satisfied with it? Why or why not? If you’re not satisfied, explain what you would like to do next. • What do the title and beginning of this piece do to engage the reader and make him want to keep reading? • How did you make sure that you have correct form/structure, mechanics, and grammar? • Who is the intended audience for this piece? • What is your favorite line, sentence, example, or detail in this piece? Why is that one your favorite? • Name all the people that helped you with your drafts. (Do not include Mrs. Peery.) Share one helpful thing you remember from each person. • Based on the rubric that applies to this piece of writing, what grade do you deserve? Why? (Mrs. Peery will write back to you about your grade.)
- 13. So, how do teachers facilitate reflection?
- 14. Reflection After Note-Taking Have students share one idea from their notes with a partner. Have students read their summaries aloud to a partner. Have a few students read their summaries to the entire class. Ask others to listen and to consider revising their own summaries in response.
- 15. Reflection with a Graphic Organizer Tree Map or Tree Diagram
- 16. Reflection with an Exit Ticket What will you remember from today’s lesson? What’s a question you have? What was easy for you today? What was hard? Summarise today’s lesson in one sentence. Summarise today’s lesson in no more than 6 words.
- 17. Reflection with Metaphors and Analogies How are mitochondria like batteries? How is the nucleus of an animal cell like the principal of a school? How is a thesis statement like a TV commercial? How is running a long distance like reading a book?
- 18. Reflection with Word Relationships How are theoretical probability and playing the pokies related? What connections do you see among author’s purpose, genre, and diction? How is non-REM sleep related to your performance at school?
Editor's Notes
- #6: Concept map Cornell notes Keyword notes (in the April 2016 handout in the Dropbox files)
- #8: Where’s the cognition? Where’s the why? How can the success criteria be monitored by student and teacher as a formative assessment tool during the lesson? Activity – write the essay Cognition – describing (effective description) Why? – to help the reader understand the character Success criteria can be used for students to self-assess against. (This material adapted from Shirley Clarke.)
- #10: http://www.edunators.com/index.php/becoming-the-edunator/step-5-reflecting-for-learning/the-importance-of-reflection-in-education
- #12: These are questions I used to ask my students to submit along with the final draft of any paper. I made a handout on colored paper (blue), and the blue sheet contained these questions and had to be stapled on top as a cover sheet or I would refuse to grade the paper.
- #13: What do you see as the connections among these three now?
- #16: A Double Bubble Map is like a Venn Diagram but gives you more space to brainstorm ideas. Compare: Serif font vs. sans serif font Capulets and Montagues Animal cells and plant cells The Tree Map is good for a large body of information that can be broken into subgroups. Then students can list details or examples under the subgroup heading. Vertebrates – the five types of vertebrates – characteristics Fiction – subgenres (historical fiction, romance, suspense/mystery, etc.) – examples of
- #19: Use terminology from your discipline and/or real-world connections to craft questions that get students thinking about the implied or real relationships.
- #20: Baby, “Yeah!”
- #21: Willie Wonka - sarcasm
- #22: Lionel Richie
- #23: Grumpy Cat
- #24: My personal favorite, the most interesting man in the world (from Dos Equis ads)