High Yield Facilitator Guide Table of Contents - PBworksheidikerchenski2wiki.pbworks.com/w/file/fetch/61690945/Facilitator... · High Yield Facilitator Guide Table of Contents

High Yield Facilitator Guide Table of Contents

Sessions Page #

Session 12 – Planning for High Yield Strategies Overview 12.0 – 12.2 Facilitator Checklists 12.3 –12.4 Lesson Plan 12.5 – 12.17 Facilitator PowerPoint Slide Notes 12.18 – 12.33 • Participant Learning Tools

o Activity Outline 12.34 – 12.36 o Participant PowerPoint Slide Notes 12.37 – 12.42 o Charting Accuracy and Speed – Line Graphs 12.43 o Quick Write: Planning for the High Yield

Strategies 12.44

o Personal Learning Goals: Planning for High Yield Strategies

12.45

o Getting Started: Closed Word Sort 12.46 o Decision Making Graphic Organizer 12.47 o Self-Assessment Reflection Exit Slip 12.48

Notes • Blank Pages for Note-Taking

PLANNING FOR HIGH YIELD STRATEGIES

Session Overview Teacher participants will review the nine instructional strategies. The focus of this session will be on Planning for High Yield Strategies – deciding when to best use each of the nine instructional strategies in the context of each participant’s classroom. Participants will utilize an online module and learn more about how to make instructional decisions based on their increased knowledge of the nine instructional strategies. As with previous sessions, teacher participants will be engaged in a number of activities which include some of the nine research-based instructional strategies. Teachers will review the nine instructional strategies in depth to make decisions about how they will best use these strategies in their grade level and content area. Professional Development Goals After completing Session Twelve, teacher participants will be able to …

• Know which strategies are most helpful during different parts of a unit.

• Identify which instructional strategies might best fit a specific lesson.

• Analyze an upcoming lesson to identify appropriate (if needed) modifications to their

lesson.

• Make a plan for how they will use these strategies in their classroom.

Preparing to Facilitate the Session Facilitators will present information via PowerPoint, handouts with activities, and computer demonstration. Participants will complete various activities individually and in groups. They will log on to their computers and review information within an online module. Time for reflection and sharing is included within each section. Facilitators should prepare for each session by reviewing the lesson plan and materials. All this information will assist them with staying on track and covering all the necessary points.

© 2008 e-Read Ohio and the Ohio Department of Education: Office of Literacy

12.0

Icons are included in the lesson plan as visual cues to assist the facilitator with session/section content. Below is a key including a description of each icon:

Icon Purpose/Reminder

Facilitator displays slide

12.1

Marzano instructional strategy

Participants have a handout for this activity

Facilitator runs video

Participant online activity

Facilitator distributes reward

Participants refer to Marzano text

A printed version of the PowerPoint slides is included within this course guide. It provides additional notes and discussion points for facilitators. Below is an example:

Say Something

make a predictionask a questionmake a commentmake a connection

(Beers, K. 2003)

Distribute 3 x 5 cards to the participants.

Ask participants to ponder the quote and write their response(s) to the quotation on the 3 x 5 card.

Participants will then meet with their winter partner to share their responses to the quote.

Ask if any participants would share their response to the quotation with the entire group.


Each session of this course is divided into sections. The table below indicates the name of each section in this session and the approximate time allotted:

Name of Section Approximate Time Prepare Participants for Learning 60 Minutes Application 50 Minutes Review and Reflection 50 Minutes Reflecting on the Day and Wrapping Up 20 Minutes

Time – The approximate time for this session is three hours. Please be sure to cover all the information. Materials

• Instructor

Projection device

Presentation computer with PowerPoint application and Internet connection

Username/password for Teachscape

Instructor’s course guide

Planning for High Yield Strategies presentation

List of teacher participants

Name badges

Chart Paper

Markers

Stickers for rewards

KUDOS candy for rewards

Certificates for celebration of effort – See Appendix E

Copy of text: Classroom Instruction that Works

• Participants

Computer with Internet connection

Participant course guide

Username/password for Teachscape

Copy of text: Classroom Instruction that Works


12.2

PLANNING FOR HIGH YIELD STRATEGIES FACILITATOR CHECKLISTS

Two Weeks Before SessionChecklist

Deliver to Teacher Participants:

Reminder letter containing:

o Session date/time/location

o Facilitator contact information

Technical Support at District:

Contact technical support person at the district

o Need to set up classroom and computers

One Week Before SessionChecklist

Send e-mail Reminder to Teacher Participants:

Date/Time/Location of Session Twelve

Complete Fieldwork

Prepare for the Session

Review Planning for High Yield Strategies

Review lesson plan including participant handouts to be used

Open the Teachscape module and the PowerPoint presentation for Session Twelve


12.3

PLANNING FOR HIGH YIELD STRATEGIES FACILITATOR CHECKLISTS

Day of Session - Before Session Twelve Begins Checklist

Check computer:

Log on to Teachscape

o Confirm that Internet is working

o Start one of the videos to confirm that the site is working

Open Planning for High Yield Strategies PowerPoint presentation

o Display slide one

Lesson plan:

See the next page for this session’s lesson plan

Refer to Planning for High Yield Strategies Overview


12.4

PLANNING FOR THE HIGH YIELD STRATEGIES LESSON PLAN

SECTION ONE – PREPARE PARTICIPANTS FOR LEARNING

PURPOSE: This section will provide some review and reinforcement activities so participants can integrate their knowledge of the nine instructional strategies into their daily classroom instructional cycle. Participants will become familiar with the session agenda and objectives and will establish personal learning goals. As with previous sessions, participants will have the opportunity to practice some of the nine instructional strategies so that they can feel more comfortable when implementing these strategies in their classrooms. Learning is expected to be active, and the participants should be encouraged to build their own independent knowledge on how this learning will relate to their individual classroom situation. Time: Approximately 60 minutes TASKS

INTRODUCTIONS AND WELCOME BACK • Facilitator reintroduces self and welcomes participants back for

the Planning for the High Yield Strategies module • Facilitator asks if there are any questions • Facilitator reminds the participants that some of Marzano's

Nine Instructional Strategies will be identified and utilized throughout the day's session

• Facilitator also clearly states that some activities from the

previous sessions will be utilized again during Session Twelve. This predictability is intentional and should be viewed as a model that participants should emulate in their classrooms

o Predictability is a support structure that learners need

when learning new content

FACILITATOR Open and run Planning for the High Yield Strategies PowerPoint presentation

Display slide 1 Planning for the High Yield Strategies

THOUGHT OR QUOTE FOR THE DAY • Facilitator reads thought or quote for the day

FACILITATOR

Display slide 2 Thought or Quote for the Day

Facilitator tells participants that this is an example of Homework and Practice, Nonlinguistic Representations, Identifying Similarities and Differences, and Cooperative Learning


12.5

SECTION ONE CONTINUED

BUILDING BACKGROUND KNOWLEDGE: CHARTING SPEED AND ACCURACY • Facilitator tells participants to refer to and utilize Handout 7 –

Charting Accuracy and Speed – from the Homework and Practice module

• Facilitator directs participants to move so they are sitting with

their spring partner • Facilitator explains that each participant will now follow the

process s/he used in the last module to chart accuracy and speed on naming the nine instructional strategies that increase student achievement for practice sessions 4 and 5

• If necessary, facilitator can review the following directions:

o Partners will decide who will begin

o One partner will list the nine instructional strategies from memory while the other will use a computer timer or clock to record the amount of time it takes their partner to list the strategies

FACILITATOR NOTE: A timer with seconds may be found on the computer by left-clicking on the time (in the lower right-hand corner).

o When the first partner finishes, s/he records the

appropriate information on Handout 7

o Partners then switch roles. The partner that was listing the strategies from memory becomes the timer

o Partners continue this process until each person has

listed the strategies twice (4th and 5th practice sessions)

Facilitator tells participants that this is an example of Nonlinguistic Representations, Identifying Similarities and Differences, Homework and Practice, and Cooperative Learning


12.6


BUILDING BACKGROUND KNOWLEDGE: CHARTING SPEED AND ACCURACY-LINE GRAPH • Facilitator tells participants to refer to and utilize Handout 1 –

Charting Speed and Accuracy-Line Graph

o Participants should remain with their spring partner • Participants will independently use the data from Handout 7 to

graph their accuracy and speed

o On Handout 1 participants use the first line graph to chart accuracy and the second line graph to chart speed

• Facilitator asks participants to compare their line graphs with

their spring partner • Facilitator prompts participants to answer the questions on

slide 3 in pairs • Facilitator prompts volunteers to share with the whole group • Participants return to their original computer seats after the

discussion

FACILITATOR

Participants utilize Handout 1 Charting Speed and Accuracy-Line Graph- Planning for the High Yield

Strategies

Display slide 3 Discussion Questions

Facilitator tells participants that this is an example of Reinforcing Effort and Providing Recognition and Setting Objectives and Providing Feedback CELEBRATE EFFORT-CHARTING SPEED AND ACCURACY • Facilitator asks participants:

o Did you practice naming the nine instructional strategies between sessions?

o If you practiced between sessions, did you find naming

the nine instructional strategies easier during practice sessions four and five?

o If you didn't practice, did you find naming the nine

instructional strategies more difficult during practice sessions four and five?

• Participants share their learning results with the large group • Give KUDOS candy bars as rewards to participants who

practiced between sessions

FACILITATOR

Display slide 4 Celebrate Effort –Reflection


12.7


TODAY'S AGENDA • Facilitator reviews the day's agenda items

FACILITATOR

Display slide 5 Today’s Agenda

OBJECTIVES • Facilitator reviews the objectives for the session • Facilitator reminds participants that by the end of the session,

they should see personal growth relating to the objectives

FACILITATOR

Display slides 6 and 7 Objectives

Facilitator tells participants that this is an example of Cues, Questions, and Advance Organizers SWITCH TO THE PLANNING FOR THE HIGH YIELD STRATEGIES • Facilitator tells participants that it is now time to switch to the

Planning for the High Yield Strategies module to complete online activities

• Facilitator asks participants to log on to Teachscape and go to

the Planning for the High Yield Strategies module

o Facilitator provides assistance as needed

FACILITATOR Minimize Planning for the High Yield Strategies PowerPoint presentation Facilitator logs on to Teachscape site: www.teachscape.com/

INTRODUCING THE PLANNING FOR HIGH YIELD STRATEGIES MODULE • Facilitator uses the Title Page of the Teachscape Module to

introduce the module • Facilitator reads the Title Page aloud

FACILITATOR

Facilitator tells participants that this is an example of Cues, Questions, and Advanced Organizers; and Cooperative Learning


12.8

http://platform.teachscape.com/


COURSE OVERVIEW: QUICK WRITE • Facilitator refers back to the Teachscape Module and clicks on

Course Overview in the left navigation menu

o Facilitator asks participants to read the introduction individually on their own computers

o Facilitator asks participants to pay close attention to the

orange textbox • Facilitator reads the orange textbox aloud • Facilitator directs participants to refer to and utilize Handout 2 –

Quick Write: Planning for the High Yield Strategies • Facilitator prompts participants to write a response to the

question on the handout • Facilitators asks participants to turn to a partner to share their

thinking about the question on Handout 2 • Facilitator asks for volunteers to share their thinking with the

whole group

FACILITATOR

Participants utilize Handout 2 Quick Write-

Planning for the High Yield Strategies

Facilitator tells participants that this is an example of Setting Objectives and Providing Feedback; Cues, Questions, and Advance Organizers; Nonlinguistic Representations; and Reinforcing Effort and Providing Recognition

COURSE OVERVIEW: SETTING PERSONAL LEARNING GOALS • Facilitator returns to the Teachscape Module and scrolls down

to the Professional Development Goals

o Facilitator reads aloud the Professional Development Goals to the participants

• Facilitator then directs participants to refer to and utilize

Handout 3 – Personal Learning Goals: Planning for High Yield Strategies

• Participants independently reread the Professional

Development Goals and then personalize these goals in the second and third columns of the handout

• Participants will leave column four blank at this time

FACILITATOR

Participants utilize Handout 3 Personal

Learning Goals – Planning for the High Yield

Strategies

Facilitator tells participants that this is an example of Nonlinguistic Representations, Identifying Similarities and Differences, Cooperative Learning, Homework and Practice, and Setting Objectives and Providing Feedback


12.9


GETTING STARTED: CLOSED STRATEGY SORT • Facilitator directs participants to refer to and utilize Handout 4 –

Closed Strategy Sort-Planning for High Yield Strategies • Facilitator has participants meet with their summer partner • To use Handout 4, participants must cut out the squares on the

handout which include the heading categories in bold and then the eleven instructional strategy titles

• Working together with their summer partner, participants will

sort the instructional strategies into the appropriate instructional planning category

• Participants should work from their memories

o If participants get stuck in their thinking, they can use the Organizing for Planning: Explore Planning Interactive section of the module

o When all participants finish the sort, they should

check the Explore Planning Interactive to receive feedback on how well they sorted the instructional strategies

• Facilitator prompts participants to share how well they sorted

the instructional strategies into the predetermined categories • Facilitator recognizes effort by giving candy to the participants

who sorted with 100% accuracy • Participants return to their seats after sharing

Participants utilize Handout 4: Closed

Strategy Sort-Planning for High Yield Strategies

Facilitator tells participants that this is an example of Nonlinguistic Representations, Cooperative Learning, and Setting Objectives and Providing Feedback


12.10


Organizing for Planning: VIEW HEAR FROM THE SPECIALIST • Facilitator scrolls down to Hear From the Specialist under the

Organizing for Planning heading on the left navigation menu and plays the video

• After viewing the video, facilitator prompts participants to turn

to a partner and answer the question on slide 8 • Facilitator prompts volunteers to share their thinking with the

whole group

Minimize Teachscape site Maximize Planning for the High Yield Strategies presentation

Display slide 8 Question

BREAK – 10 MINUTES FACILITATOR


12.11

SECTION TWO – APPLICATION

PURPOSE: This section provides more in-depth learning on Planning for High Yield Strategies. There are opportunities for participants to meet in cooperative learning groups to share ideas concerning how all the instructional strategies can be effectively implemented in classrooms. Time: Approximately 50 minutes TASKS

Facilitator tells participants that this is an example of Cues, Questions, and Advance Organizers; Generating and Testing Hypotheses; Cooperative Learning; and Setting Objectives and Providing Feedback

LESSON PLANNING: DECISION MAKING • Facilitator clicks on the Planning Intentionally heading and then

Read Section Overview • Facilitator reads the orange textbox aloud to participants • Facilitator prompts participants to reread pages 108-109 in

Classroom Instruction that Works to refresh their memories about the Decision-Making learning task used in Generating and Testing Hypotheses

FACILITATOR NOTE: Facilitator should review Decision Making before the session since it may be challenging for participants • Facilitator prompts participants to meet with their CATS group • Facilitator directs participants to refer to and utilize Handout 5 –

Decision Making Graphic Organizer

o Participants should keep their books open to use as a scaffold during this learning experience

FACILITATOR Minimize Planning for the High Yield Strategies presentation

Maximize Teachscape site

Participants utilize Handout

5 Decision Making- Planning the High Yield

Strategies


12.12

SECTION TWO CONTINUED

LESSON PLANNING: DECISION MAKING CONTINUED • Facilitator reviews the model PowerPoint slide of the decision-

making matrix and leaves the slide up on the large screen for participants to use as support

• Facilitator prompts CATS groups to select three instructional

strategies that are most appropriate for their content area

o Facilitator mentions that the purpose of this activity is to decide how well each chosen instructional strategy fits the chosen criteria

o Participants fill in these strategies as the alternatives

(three of the nine strategies) on Handout 5 • Participants then decide upon the importance score of each

criterion using a 1- to 4-point scale and fill that in on Handout 5 • Participants then rate each alternative (instructional strategy)

using a 1- to 4-point scale “to indicate the extent to which each alternative meets each criterion” Classroom Instruction that Works, p. 109 and fill that in on Handout 5

• Participants then multiply the importance score and the rating

to earn a criteria score for that alternative (instructional strategy)

o When done, participants add the criteria score to obtain

an overall score for each instructional strategy • In CATS groups, participants discuss the questions on slide 10 • Facilitator prompts volunteers to share their thinking with the

whole group • Facilitator gives candy to participants who share their thinking

Minimize Teachscape site Maximize Planning for the High Yield Strategies presentation

Display slide 9 Decision-Making Matrix

Display slide 10 Decision-Making Matrix

Questions

BREAK – 10 MINUTES


12.13

SECTION THREE – REVIEW AND REFLECTION

PURPOSE: This section provides an opportunity for participants to reflect on their learning about all nine instructional strategies and how they will apply the strategies in their own classrooms. Time: Approximately 50 minutes Facilitator tells participants that this is an example of Cues, Questions, and Advance Organizers; and Nonlinguistic Representations I NTEGRATING THE LEARNING: GALLERY WALK

• Facilitator explains to participants that there are nine different pieces of chart paper hanging around the room. Each piece of chart paper has one of the nine instructional strategies listed

• Facilitator directs participants to get in groups of three

o Participants select their own groups • Each group selects one of the nine instructional strategies and

stands by that chart (if there are not enough people to have a group by each chart, that’s okay)

• Each group decides what it has learned about that specific

instructional strategy during past learning sessions and writes one thought, reaction, or an impact on daily practice on the chart paper

o Facilitator encourages participants to push their thinking

beyond a knowledge or definition type comment o Each group should write only thought

• Once groups have finished, they will rotate clockwise to the

next strategy and complete the process again FACILITATOR NOTE: Be sure to give the groups approximately four minutes to complete one round. Have all groups rotate at the same time to eliminate confusion.

o Each time participants switch to a different instructional strategy, they read what others have written and then add to the comments to expand on previous thinking

o Once participants have returned to their original starting

point, they reread what has been written and then mark the three big ideas that will most impact their classroom practice in the future

o Once completed, each group will share the 3 big ideas with

the whole group o Facilitator encourages the whole group to participate in the

discussion • Participants return to their original seats

FACILITATOR

Display slide 11 Gallery Walk Instructions

Facilitator tells participants that this is an example of Nonlinguistic Representations; Cues, Questions, and Advance Organizers; and Setting Objectives and Providing Feedback


12.14

12.15

SECTION THREE CONTINUED

REVISIT PERSONAL LEARNING GOALS • Facilitator prompts participants to get out their Personal

Learning Goals handout • Participants should reread the learning goals they set for

themselves at the beginning of the session and the actions they recorded to reach these goals

o Participants then complete the fourth column of the

handout • Facilitator prompts participants to share their comments from

column four with the whole group

FACILITATOR


SECTION FOUR – REFLECTING ON THE DAY AND WRAPPING UP

PURPOSE: This section’s purpose is to allow participants to reflect on their learning. Time: Approximately 20 minutes TASKS

LOG OUT OF TEACHSCAPE • Facilitator states that the online activities are complete

FACILITATOR

Facilitator closes Teachscape site

REFLECT ON THE DAY’S LEARNING • Facilitator returns to the session’s objectives • Facilitator asks …

o “Did we achieve our learning objectives today?” • Facilitator asks if anyone wishes to share with the group

FACILITATOR

Display slides 12 and 13 Objectives

Facilitator tells participants that this is an example of Homework and Practice and Summarizing and Note Taking SELF-ASSESSMENT REFLECTION: EXIT SLIP • Facilitator directs participants to refer to and utilize Handout 6 –

Self-Assessment Exit Slip • Participants complete the Self-Assessment Exit Slip as the last

learning experience of this module • Facilitator prompts volunteers to share with the whole group • Facilitator rewards volunteers with stickers

FACILITATOR

Participants utilize Handout

6 Self Assessment Reflection Exit Slip-

Planning for the High Yield Strategies

ANY QUESTIONS? • Facilitator asks if there are any questions

FACILITATOR

Display slide 14 Any Questions?


12.16

SECTION FOUR CONTINUED

THANK YOU • Facilitator thanks participants for all of their hard work and

wishes them success

FACILITATOR

Display slide 15 Thank You

REFERENCES • Facilitator mentions that the references are listed on this slide

FACILITATOR

Display slide 16 References


12.17

Slide 1

Planning For the High Yield Strategies

Display this slide as the participants arrive for the day.

Welcome everyone to the session.


12.18

Slide 2

Quote of the Day

“You cannot teach a man anything; you can only help him find it within himself.”

– Galielo Galilei

Read quote.


12.19

Slide 3

Discussion Questions

As you practiced naming the nine instructional strategies, did you notice your time decreasing? As you practiced naming the nine instructional strategies, did you notice your accuracy increasing?How can you use charting speed and accuracy with your students?

Read the questions one at a time.

Prompt a discussion.


12.20

Slide 4

Celebrate Effort - Reflection

Did you practice naming the nine instructional strategies between sessions?

If you practiced between sessions, did you find naming the nine instructional strategies easier during practice sessions four and five? If you didn't practice, did you find naming the nine instructional strategies more difficult during practice sessions four and five?

Prompt participants to consider the questions on the slide.

Encourage participants to share their thinking with the group.

Distribute KUDOS for those who practiced the nine instructional strategies between

sessions.


12.21

Slide 5

Today’s Agenda

ObjectivesParticipant Activity OutlineWhat did you learn?

Read item one - Objectives

When the facilitator gets to the Participant Activity Outline item, he/she will point out

that instead of everything being listed on the agenda slide that the information for the

day’s activities is within their participant activity outline handout.

Continue reading the agenda.


12.22

Slide 6

Objectives

Know which strategies are most helpful during different parts of a unit. Identify which instructional strategies might best fit a specific lesson.

After completing Session Twelve, teacher participants will be able to …

Review the Professional Learning Goals (objectives) for Session Twelve with the

participants.

These are the learning objectives for the session.

These will be reviewed again at the end of the session in an effort to recognize personal

growth.


12.23

Slide 7

Objectives (Continued)

Make a plan for how they will use these strategies in their classroom.

Continue reviewing the objectives for Session Twelve with the participants.


12.24

Slide 8

How fluent are you in knowing which strategy to use before, during, and after learning?

Question


12.25

Slide 9

Decision-Making Matrix

353622TOTAL

4 x 2 = 84 x 1 = 44 x 1 = 4Respects the Law

3 x 3 = 9 3 x 2 = 63 x 1 = 3Honest

4 x 1 = 44 x 2 = 84 x 2 = 8Respects Rights of Others

3 x 4 = 123 x 4 = 123 x 1 = 3Adheres to Moral Principle

2 x 1 = 22 x 3 = 62 x 2 = 4Individual Responsibility

Holden CaulfieldCatcher in the Rye

AlternativesScout Finch

To Kill a Mockingbird

Henry FlemingRed Badge of

CourageCriteria

Best CitizenWhich character would best fulfill the personal and civic responsibilities of a good citizen?

Display slide as participants complete the activity.

Provide assistance as needed.


12.26

Slide 10

Decision-Making Matrix Questions

After you finish the Decision-Making activity, please get in your CATS groups and discuss the following questions:

Which instructional strategy earned the highest overall score?Why is this strategy the best alternative for your content area?How might you use the decision-making process with your own students?

Display all questions at the same time.

Direct participants to meet in their CATS groups and discuss the questions on the slide.

After CATS groups have finished their discussions, prompt groups to share their thinking

with the whole class.


12.27

Slide 11

Gallery Walk Instructions1. Get in groups of three.2. Stand with your group members by your chosen instructional

strategy.3. On chart paper, write a thought, reaction, or impact the

strategy has had on your daily practice.Try to think beyond knowledge-level comments!Write only one comment per group.

4. Once you have finished recording your comment, rotate clockwise to the next strategy and repeat the process.

Read and consider what other groups have written before you add your comment.

5. Once your group has returned to its original starting point, reread what has been written and then mark the three big ideas that will most impact your classroom practice in the future.

6. Share your three big ideas with the whole class.

Display slide as you explain the instructions for the Gallery Walk.

Leave slide displayed as participants complete the activity.


12.28

Slide 12

Objectives



Did we meet our objectives?


12.29

Slide 13



Did we meet our objectives?


12.30

Slide 14

Any Questions?

Are there any questions?


12.31

Slide 15


12.32

Slide 16

References

Marzano, R.J., Norford, J.S., Paynter, D.E., Pickering, D.J., & Gaddy, B.B. (2001). A handbook for classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2005). Classroom Instruction that Works: Research-based strategies for increasing student achievement. Upper Saddle River, NJ: Pearson Education, Inc.


12.33

PLANNING FOR HIGH YIELD STRATEGIES PARTICIPANT ACTIVITY OUTLINE

Participants will be engaged in several activities during the day’s session. Icons are included within the activity column on the outline (next page) to serve as visual cues of what to expect as the day progresses. Below is a key which includes the purpose of each icon:

Icon Activity will be…

Completed Individually

Completed Individually on the Computer

Shared With a Partner

12.34

Shared in Groups of Three

Shared in Groups of Four

Shared with the Entire Class

Viewed with the Entire Class

Read Textbook Individually


PLANNING FOR HIGH YIELD STRATEGIES PARTICIPANT ACTIVITY OUTLINE

SECTION ONE – PREPARE PARTICIPANTS FOR LEARNING

TOPIC ACTIVITY

INTRODUCTIONS AND WELCOME BACK

THOUGHT OR QUOTE FOR THE DAY

BUILDING BACKGROUND KNOWLEDGE: CHARTING SPEED AND ACCURACY

BUILDING BACKGROUND KNOWLEDGE: CHARTING SPEED AND ACCURACY-LINE GRAPH

CELEBRATE EFFORT-CHARTING SPEED AND ACCURACY

T AY’S AGENDA ODOBJECTIVES

LOG ONTO TEACHSCAPE

INTRODUCING THE PLANNING FOR HIGH YIELD STRATEGIES MODULE

COURSE OVERVIEW: QUICK WRITE

C

OURSE OVERVIEW: SETTING PERSONAL LEARNING GOALS

G

ETTING STARTED: CLOSED STRATEGY SORT

O

RGANIZING FOR PLANNING: VIEW HEAR FROM THE SPECIALIST

12.35

BREAK - 10 MINUTES


12.36

SECTION TWO – APPLICATION

TOPIC ACTIVITY

LESSON PLANNING: DECISION MAKING BREAK - 10 MINUTES

SECTION THREE – REVIEW AND REFLECTION

TOPIC ACTIVITY

INTEGRATING THE LEARNING: GALLERY WALK

REVISIT PERSONAL LEARNING GOALS SECTION FOUR – REFLECTING ON THE DAY AND WRAPPING UP

TOPIC ACTIVITY

LOG OUT OF TEACHSCAPE

REFLECT ON THE DAY’S LEARNING

SELF-ASSESSMENT REFLECTION: EXIT SLIP

ANY QUESTIONS? THANK YOU REFERENCES


Planning For the High Yield Strategies

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Quote of the Day

“You cannot teach a man anything; you can only help him find it within himself.”

– Galielo Galilei

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Discussion Questions

As you practiced naming the nine instructional strategies, did you notice your time decreasing? As you practiced naming the nine instructional strategies, did you notice your accuracy increasing?How can you use charting speed and accuracy with your students?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


12.37

Celebrate Effort - Reflection

Did you practice naming the nine instructional strategies between sessions?

If you practiced between sessions, did you find naming the nine instructional strategies easier during practice sessions four and five? If you didn't practice, did you find naming the nine instructional strategies more difficult during practice sessions four and five?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Today’s Agenda

ObjectivesParticipant Activity OutlineWhat did you learn?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Objectives



___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


12.38



___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

How fluent are you in knowing which strategy to use before, during, and after learning?

Question

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Decision-Making Matrix

353622TOTAL

4 x 2 = 84 x 1 = 44 x 1 = 4Respects the Law

3 x 3 = 9 3 x 2 = 63 x 1 = 3Honest

4 x 1 = 44 x 2 = 84 x 2 = 8Respects Rights of Others

3 x 4 = 123 x 4 = 123 x 1 = 3Adheres to Moral Principle

2 x 1 = 22 x 3 = 62 x 2 = 4Individual Responsibility

Holden CaulfieldCatcher in the Rye

AlternativesScout Finch

To Kill a Mockingbird

Henry FlemingRed Badge of

CourageCriteria

Best CitizenWhich character would best fulfill the personal and civic responsibilities of a good citizen?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________


12.39

Decision-Making Matrix Questions

After you finish the Decision-Making activity, please get in your CATS groups and discuss the following questions:

Which instructional strategy earned the highest overall score?Why is this strategy the best alternative for your content area?How might you use the decision-making process with your own students?

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

___________________________________

Gallery Walk Instructions1. Get in groups of three.2. Stand with your group members by your chosen instructional

strategy.3. On chart paper, write a thought, reaction, or impact the

strategy has had on your daily practice.Try to think beyond knowledge-level comments!Write only one comment per group.

4. Once you have finished recording your comment, rotate clockwise to the next strategy and repeat the process.

Read and consider what other groups have written before you add your comment.

5. Once your group has returned to its original starting point, reread what has been written and then mark the three big ideas that will most impact your classroom practice in the future.

6. Share your three big ideas with the whole class.

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Objectives



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Any Questions?

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References

Marzano, R.J., Norford, J.S., Paynter, D.E., Pickering, D.J., & Gaddy, B.B. (2001). A handbook for classroom instruction that works. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2005). Classroom Instruction that Works: Research-based strategies for increasing student achievement. Upper Saddle River, NJ: Pearson Education, Inc.

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Handout 1

Charting Accuracy and Speed – Line Graphs Directions: Using your Charting Accuracy and Speed Handout from Session Eleven (Handout 7), graph your accuracy on the first line graph and your speed on the second line graph.

Accuracy for Naming the Nine Instructional Strategies 9 7 5

Number of Strategies Named Correctly

3 1 0 1 2 3 4 5

Number of Practice Sessions Speed for Naming the Nine Instructional Strategies

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10 8 6 4 2 0 1 2 3 4 5

Number of Minutes

Number of Practice Sessions


Handout 2

Quick Write: Planning for the High Yield Strategies Directions: Please respond to the quote below by answering the question. Be prepared to share your thoughts with a partner.

"I think, at the beginning, you stick with the strategies that are most familiar to you, the things you've done before. And then you start to explore a little bit, and try new things. That's the beauty, that there are so many different strategies that you can choose from. So I started conservatively, and then started playing around with other ideas."

—Mark Schmidt, Centennial High School

Do you feel that you have started conservatively in using the nine instructional strategies, do you feel that you have jumped in, or some variation of the two? Explain.

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Personal Learning Goals: Planning for High Yield Strategies Directions: The left column restates the Professional Development Goals for this module. Your next step is to personalize these goals and state what you need to do during this learning session to reach your goals. Fill in columns 2 and 3 now. You will fill in column 4 at the end of today’s session.

Professional Development Goals for the

Planning Module

What are your learning goals

for this learning session?

What do you need to do to

reach this goal?

What will you do

with the information that

you learned?

Know which strategies are most helpful during different parts of the unit

Identify which instructional strategies might best fit a specific content area

Make a plan for how they will use these strategies in their classroom

Handout 3


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Getting Started – Closed Word Sort Handout 4

Set the Objective

Apply, Practice, and Review Knowledge

Acquire and Integrate Knowledge

Assess Knowledge

Cues, Questions, and Advance Organizers

Nonlinguistic Representations

Setting Objectives

Identifying Similarities and Differences

Homework and Practice

Providing Recognition

Generating and Testing Hypotheses

Cooperative Learning

Summarizing and Note-taking

Providing Feedback

Reinforcing Effort


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Handout 5

Decision Making Graphic Organizer

Directions: Decide with your CATS group which of the nine instructional strategies is most appropriate for your content area. Choose the top three and write them as the alternatives in the graphic organizer below. Next, rate each criterion on its importance using a 1- to 4- point scale. Then, rate each alternative (instructional strategy) based on how well it fits the criterion listed on the left. Remember that the importance score and the rating represent two separate ideas. When you finish, multiply the two scores for each criterion and add these scores together to find the total for each alternative. Task Which of the nine instructional strategies is most appropriate to use consistently in your content area? Criteria

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Alternatives (Choose three of the nine instructional strategies)

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Level of Student Engagement

Importance Rating score ____ x ____ =



Amount of Instructional Time

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Amount of Materials

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Ability to Measure Student Learning

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TOTAL


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Handout 6

Self-Assessment Reflection Exit Slip Directions: Consider yourself as a learner during these sessions and evaluate your success and determine your next steps. Upon completion, take this sheet with you. 1. What did I hope to accomplish in these learning sessions? 2. Did I accomplish this/these? 3. What was the best part of what I did? 4. What do I need to work on now?

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Documents

High Yield Facilitator Guide Table of Contents - PBworksheidikerchenski2wiki.pbworks.com/w/file/fetch/61690945/Facilitator... · High Yield Facilitator Guide Table of Contents