Deep Practice What is it? Why do we need it? How do we create it?

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<ul><li> Slide 1 </li> <li> Deep Practice What is it? Why do we need it? How do we create it? </li> <li> Slide 2 </li> <li> Deep Practice Short intense practice on one to five questions. Questions are rigorous and make the learner stretch. Always includes deconstruction; it is a minimal amount of time solving the problem with the REAL learning in deconstructing it. Occurs on a daily basis and starts at the beginning of the school year. </li> <li> Slide 3 </li> <li> Why do we need it? </li> <li> Slide 4 </li> <li> Test scores show our students perform poorly on dual-coded questions. Dual coded questions are questions that require the student to engage in more than one cognitive process. </li> <li> Slide 5 </li> <li> Lets look at an example. TEK 5.5A 83% Statewide 83% District NO PROCESS STANDARD </li> <li> Slide 6 </li> <li> A Dual Coded Question Same TEK 52% Statewide 57% District DUAL CODED WITH: 5.2D Analyze and interpret information to construct reasonable explanations from direct and indirect evidence. </li> <li> Slide 7 </li> <li> 1. Students score 20% to 45% lower on questions that require more than one cognitive process. 2. We need DEEP PRACTICE on dual coded questions to get good at them. 3. They make-up 40% to 90% of all test questions on an exam, depending on the test taken. </li> <li> Slide 8 </li> <li> Conclusion: Until we have explicit practice on dual coded questions our students wont do better on STAAR or EOCs. </li> <li> Slide 9 </li> <li> The Paradox Operating on the edge of your ability, where you make mistakes, makes you smarter. Experiences where youre forced to slow down, make errors, and correct them, make you strengthen your critical thinking skills. </li> <li> Slide 10 </li> <li> PART II: HOW TO WRITE A DUAL CODED QUESTION </li> <li> Slide 11 </li> <li> WHAT ARE THE COMPONENTS? A dual coded question has: 1. A process skill from the content area TEKS 2. A readiness or supporting skill from the content area TEKS </li> <li> Slide 12 </li> <li> That sounds really hard! </li> <li> Slide 13 </li> <li> Not really. Take this question Which of the following does not produce electricity? a. Fossil fuels b. Solar energy c. Geothermal energy d. Carbon dioxide energy </li> <li> Slide 14 </li> <li> What cognitive process do you have to apply? ONLY ONE! RECALL OF INFORMATION </li> <li> Slide 15 </li> <li> WHATS WRONG WITH THAT? 1. Its not real life. Solving problems in the real world always requires several cognitive steps. 2. Recalling information does not prepare students for the real world, or even for assessments like STAAR, EOC, PSAT, SAT, LSAT, MCAT, etc., etc. 3. These assessments are also the gateway into almost all professions and trades. </li> <li> Slide 16 </li> <li> HOW DO YOU CHANGE IT? First, choose a process skill from your TEKS in science that you want to help students practice on. 5.2D Analyze and interpret information to construct reasonable explanations from direct and indirect evidence. </li> <li> Slide 17 </li> <li> Now lets look at that question again, and add something to analyze. Here is a figure of a power plant, something that produces electricity. </li> <li> Slide 18 </li> <li> Now lets ask the students to analyze and interpret the diagram. This power plant produces electricity most likely by using F. Fossil fuels G. Biofuels H. Solar energy J. Geothermal energy </li> <li> Slide 19 </li> <li> Heres the difference- Question 1: Recall information. Question 2: Study the diagram. Analyze its components. Interpret what it means. Read the question and answers. Determine which answer is correct based on the information given. This is a dual coded question. Remember it makes up 40% to 90% of tests. </li> <li> Slide 20 </li> <li> NOW YOU PRACTICE First Step 1.Choose one of your tests that youve given in the past. 2.Read each question and code it to the TEKS. 3.Write a 1 beside it if it requires one thinking step to solve. 4.Write a D beside it if it requires more than one cognitive process to solve. 5.Reading the problem and answers does not count as a cognitive process. </li> <li> Slide 21 </li> <li> Second Step Get the process skill TEKS for your grade level and content area out. Highlight all of the cognitive verbs, such as, analyze, infer, interpret, categorize, etc. Select a verb or two from the process skills that your students need work on. </li> <li> Slide 22 </li> <li> Next Choose one of the simple problems on your test. Add a diagram, picture, chart, or more information to the question to give more visual information to process. Rewrite your question and/or answer choices to cause students to exercise the cognitive verb(s) you selected for them to practice. </li> <li> Slide 23 </li> <li> The more you do this, the easier it gets! </li> <li> Slide 24 </li> <li> PART III DEEP PRACTICE AND DECONSTRUCTION </li> <li> Slide 25 </li> <li> WHAT??? THERES MORE??? </li> <li> Slide 26 </li> <li> DEEP PRACTICE IS SIMPLY: 1. GIVING STUDENTS AT LEAST ONE DUAL- CODED QUESTION EVERY DAY AT THE BEGINNING OF CLASS. 2. IT SHOULD BE ON CURRENT OR SPIRALLING CONTENT. 3. IT SHOULD STRETCH THEIR THINKING IT SHOULD NOT BE EASY. </li> <li> Slide 27 </li> <li> ALWAYS DECONSTRUCT THE QUESTION AFTER IT IS ANSWERED. </li> <li> Slide 28 </li> <li> DECONSTRUCTION Asking students to think through how they got an answer and to discuss it out loud. Rules are simple: Everyone participates. Everyone respects the speaker. It can be large group or small group, even in pairs. </li> <li> Slide 29 </li> <li> Process 1. Ask students to circle or underline the words, numbers, or the objects, (if using a diagram), that helped them to get the correct answer. 2. Have them do a turn and talk, small group share, or shout out. 3. Ask students to put an X on the incorrect answer choices. 4. Have students describe what made each answer incorrect. Annotate these by underlining words, making symbols by clues, etc. 5. Ask student to describe what information made them select the answer they have. 6. Make sure students debate, explain, and engage! </li> <li> Slide 30 </li> <li> Different variables will cause the process to vary. age of the class type of problem answer choices difficulty level </li> <li> Slide 31 </li> <li> Deconstructing the question helps to: reinforce mental steps in solving difficult problems, model for students having difficulty, improves everyones ability to get dual-coded questions correct. </li> <li> Slide 32 </li> <li> Lets look at that question about electricity again. Which of the following does not produce electricity? a. Fossil fuels b. Solar energy c. Geothermal energy d. Carbon dioxide energy You cant help kids get smarter by practicing on questions like this. </li> <li> Slide 33 </li> <li> How do students think smarter and achieve more? By having target practice on dual-coded questions - not just any questions, but challenging dual-coded questions. By practicing them everyday in short bursts. By deconstructing them to learn how to think. </li> <li> Slide 34 </li> <li> Practice doesnt make perfect. Practice makes permanent. Solve and deconstruct dual- coded questions every day. </li> <li> Slide 35 </li> </ul>