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The Challenge
The role of memory in the learning process
Teaching in the age of high-stakes tests and diverse-ability classrooms
The Problem with Watering-down the Curriculum
So what is success?
Toward solutions
TM
Differentiating curriculum
Using meaning-based Instruction
Increasing learn-ability
Evidenced-based
Click on topics
Big Ideas About Graphic Organizers
Anatomy of a Graphic Organizer
The MAKES SENSE approach …Is based on extensive research on effective instruction
1. Evidence-based best practices for teaching …reading comprehension strategiesprocess writing strategiescontent subjectsvocabulary
TM
Differentiating curriculum
Meaning-based Instruction
Increasing learn-ability
Evidenced-based
2. Specific research on MSS student-outcomes
The MAKES SENSE approach …
TM
Meaning-based Instruction
Evidenced-based
Increasing learn-ability
Differentiating curriculum
The MAKES SENSE approach …
TM
Meaning-based Instruction
Evidenced-based
Increasing learn-ability
Differentiating curriculum
Thinking very carefully about what students need to know
The MAKES SENSE approach …
TM
Meaning-based Instruction
Evidenced-based
Increasing learn-ability
Differentiating curriculum
Thinking very carefully about what students need to know
Finding out what students already know
The MAKES SENSE approach …
TM
Meaning-based Instruction
Evidenced-based
Increasing learn-ability
Differentiating curriculum
Thinking very carefully about what students need to know …
Targeting essential information -big ideas & critical concepts-
Finding out what students already know …
The MAKES SENSE approach …
Writing Strategies
Reading Strategies
Vocabulary Strategies
Content Strategies
TM
Meaning-based Instruction
Evidenced-based
Increasing learn-ability
Differentiating curriculum
Thinking very carefully about what students need to know …
Targeting essential information -big ideas & critical concepts-
Finding out what students already know …
Teaching strategies rather than skills
The MAKES SENSE approach …
Thinking very carefully about what students need to know …
Targeting essential information -big ideas & critical concepts-
Finding out what students already know …
Teaching strategies rather than skills
Using the state course of study
TM
Meaning-based Instruction
Evidenced-based
Increasing learn-ability
Differentiating curriculum
The MAKES SENSE approach …
TM
Differentiating curriculum
Meaning-based Instruction
Evidenced-based
Increasing learn-ability
The MAKES SENSE approach …Reducing information processing demands
TM
Differentiating curriculum
Meaning-based Instruction
Evidenced-based
Increasing learn-ability
The MAKES SENSE approach …Reducing information processing demands
Increasing clarity of to-be-learned info
TM
Differentiating curriculum
Meaning-based Instruction
Evidenced-based
Increasing learn-ability
The MAKES SENSE approach …Reducing information processing demands
Increasing clarity of to-be-learned info
Making a strategy’s steps explicit & memorable
TM
Differentiating curriculum
Meaning-based Instruction
Evidenced-based
Increasing learn-ability
The MAKES SENSE approach …Reducing information processing demands
Organizing information into recognizable patterns
Increasing clarity of to-be-learned info
Making a strategy’s steps explicit & memorable
TM
Differentiating curriculum
Meaning-based Instruction
Evidenced-based
Increasing learn-ability
The MAKES SENSE approach …
TM
Differentiating curriculum
Meaning-based Instruction
Evidenced-based
Increasing learn-ability
Reducing information processing demands
Organizing information into recognizable patterns
Increasing clarity of to-be-learned info
Making a strategy’s steps explicit & memorable
Meaningful, intentional learning experiences
The MAKES SENSE approach …
TM
Differentiating curriculum
Increasing learn-ability
Meaning-based Instruction
Evidenced-based
The MAKES SENSE approach …Connecting new ideas to students’ background knowledge & experiences
TM
Differentiating curriculum
Increasing learn-ability
Meaning-based Instruction
Evidenced-based
The MAKES SENSE approach …
Teaching for relational understanding
Connecting new ideas to students’ background knowledge & experiences
TM
Differentiating curriculum
Increasing learn-ability
Meaning-based Instruction
Evidenced-based
The MAKES SENSE approach …
TM
Differentiating curriculum
Increasing learn-ability
Meaning-based Instruction
Evidenced-based
Teaching for relational understanding
Connecting new ideas to students’ background knowledge & experiences
How ideas are related
The MAKES SENSE approach …
Teaching for relational understanding
How ideas are related
Connecting new ideas to students’ background knowledge & experiences
TM
Differentiating curriculum
Increasing learn-ability
Meaning-based Instruction
Evidenced-based
The MAKES SENSE approach …
Teaching for relational understanding
Connecting new ideas to students’ background knowledge & experiences
TM
Differentiating curriculum
Increasing learn-ability
Meaning-based Instruction
Evidenced-basedHow ideas are related
The MAKES SENSE approach …
Teaching for relational understanding
Connecting new ideas to students’ background knowledge & experiences
TM
Differentiating curriculum
Increasing learn-ability
Meaning-based Instruction
Evidenced-basedHow ideas are related
The MAKES SENSE approach …
Teaching for relational understanding
Connecting new ideas to students’ background knowledge & experiences
TM
Differentiating curriculum
Increasing learn-ability
Meaning-based Instruction
Evidenced-basedHow ideas are related
The MAKES SENSE approach …
Summarizing Predicting Visualizing Explaining Questioning Organizing
TM
Differentiating curriculum
Increasing learn-ability
Meaning-based Instruction
Evidenced-based
Teaching for relational understanding
Connecting new ideas to students’ background knowledge & experiences
How ideas are related
Maximizing student elaboration of information
The MAKES SENSE approach …
I do it We do it
Y’all do it You do it
TM
Differentiating curriculum
Increasing learn-ability
Meaning-based Instruction
Evidenced-based
Maximizing student elaboration of information
Scaffolding assistance & difficulty
Teaching for relational understanding
Connecting new ideas to students’ background knowledge & experiences
How ideas are related
The MAKES SENSE approach …
TM
Differentiating curriculum
Increasing learn-ability
Meaning-based Instruction
Evidenced-based
Semantic-to- episodic memory links
Connecting new ideas to students’ background knowledge & experiences
Teaching for relational understanding
Maximizing student elaboration of information
Scaffolding assistance & difficulty
How ideas are related
The MAKES SENSE approach …
TM
Differentiating curriculum
Meaning-based Instruction
Increasing learn-ability
Evidenced-based
The MAKES SENSE approach …
Has a very different orientation to accommodations
The focus is NOT on watering-down the curriculum
Rather, the focus is on strategies that water-up the curriculum
The MAKES SENSE approach …
Focuses on evidence-based strategies that provide a lot of bang-for-the-buck for every student …
They make sense to teachers because they have high utility for the whole class
Strategies are designed to help students make sense of complex ideas & processes
The MAKES SENSE approach …
In part, it’s a collection of cool & powerful teaching tools
In part, it’s a curriculum because students learn new strategies & thinking skills
In part, it’s a teaching philosophy
The MAKES SENSE approach …
Highly compatible with other validated robust intervention models• U. Kansas Content Enhancement Model• Cooperative Learning• Peer-assisted Learning Strategies (PALS) • Strategies That Work
Inspired by the work of…Keith Lenz, Don Deshler, Jan Bulgren, Jean Schumaker (KU-CRL)
Anita Archer
Mike Pressley
Students typically value the strategiesLike the clarity MSS brings to what they need to learn
Generally enjoy the thinking aspects
Sometimes not terribly fond of having to work harder
The MAKES SENSE approach …
Teachers value the impact on student outcomes
• Like to clarity MSS brings to their instruction
• View MSS as excellent for co-planning & collaboration
• Most concerned with “front-end loading” & time for planning
• About 20% of the teachers require very little staff development
• About 60% require on-going training & support • About 20% resist using the strategies
The MAKES SENSE approach …
Four big ideas• Thinking to learn• Learning to think
• Elaborating to learn• Learning to elaborate
• Organizing to learn• Learning to organize
• Processing information to learn• Learning to process information
TM
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