5. 3 Parts to “Presentation”
1. Explaining
• delivering or explaining content or
process
1. Modeling
• revealing strategic THINKING process
1. Demonstrating
• physical demonstrations using objects
6. Classroom Scenario
1. Read classroom scenario.
2. Highlight any instance(s) where teacher models
strategic thinking for students.
3. Share findings with small group, then with whole
group.
7. Checks for Understanding
• Modified following
modeling
• Focus on verifying
students’ understanding
of the thinking process
Examples
• “How did I know where to
put it in the organizer?
• “What was I thinking
when I…?”
• “How did I decide to…?”
• “Why did I…?”
8. Classroom Scenario
1. Re-read or recall the classroom scenario discussed
earlier.
2. As a group, create Checks for Understanding
questions based on the teacher’s modeling used in
the scenario.
a. If you were the teacher delivering this lesson, what
CFUs would you already have prepared for your
students?
3. Share with whole group.
9. “…what is important and necessary for deep learning is that
students experience all four phases of learning when
encountering new content.” (Fisher and Frey)
10. Bridge to Practice
Clear Target: Identify ways to model thinking throughout a
lesson.
• Task: Using the lesson plan(s) you brought with you
today, script the modeling you will use for at least one
lesson.
• Remember to focus on the strategic thinking you want
students to utilize in order to complete the task in your
lesson or when using the skill covered in your lesson.
• What CFUs will you prepare to assess thinking?
11. Resources
Hollingsworth, John, and Silvia Ybarra. "Six: Delivering
Information to Students." Explicit Direct Instruction (EDI):
The Power of the Well-crafted, Well-taught Lesson.
Thousand Oaks, CA: Corwin, 2009. 99-112. Print.
Full Text is available on PLAN
ONLINE E-BOOK OFFERINGS (2014-2015) - EXPLICIT DIRECT INSTRUCTION
(EDI): THE POWER OF A WELL-CRAFTED, WELL-TAUGHT LESSON (TRAINING
CREDIT)
Course Code: 4792.12201
Notas do Editor
Materials needed: Time: 3 minutes Total pacing :03
-Scenario A/ B handout https://drive.google.com/file/d/0B3UvqIxwNAILVDhWTXdyajhqbTQ/view?usp=sharing
-Chart Paper/ Markers
-teacher brought lesson plan
What are your observations from this cartoon? Notice the 4 blocks in the image. Discuss with your group the definition/explanation of modeling. Share out responses. (3 minutes)
Modeling……how does this type of instruction benefit our students? Time: 2 minutes Total pacing :05
All teachers should have a handout with the full CMCSS EI Snapshot Time: 3 minutes Total pacing :08
Discussion Points:
Draw attention to 2.1 models OR demonstrates
Are the bullets given in sequential order?
Is this the order in which your lesson has to be structured?
Teaching Matters: Teacher Modeling Video (5 minutes) Time: 8 minutes Total pacing :16
Potential Discussion Questions:
What were some of the “big ideas” you got out of this video?
How do the examples of modeling used in this video compare with the definition/explanation your group discussed with the cartoon on the first slide?
Can you recall one example of teacher modeling his/her strategic thinking?
Content Categories: Time: 3 minutes Total pacing :19
Declarative- often explained in third person EX. There are 3 branches of govt.
Procedural- often given in 1st or 2nd POV EX. This is how we/you add…
In reality you are NOT modeling how to solve a problem, you are modeling the strategic thinking you use while solving/thinking through a problem or task.
Referring to posters, using the board, the overhead projector, or power point is NOT demonstrating. These add visual information for students and are important, but demonstrations in EDI must have physical objects.
Refer back to slide 3 where it states teacher models OR demonstrates. Facilitator might also point out on TEAM rubric that it states “teacher models” for level 5 instruction. Modeling should be used frequently.
Popcorn Questioning- calling on volunteers and non-volunteers. Use as many Discussion Questions as needed if time allows.
Discussion Question: If a teacher reveals his or her internal thinking processes while using a physical object to advance the lesson, is this modeling or demonstrating?
Answer: This would be called a “Model-Demonstration”. It’s a Powerful way to teach. Anytime you use a physical object you should model some strategic thinking every time you touch the object. (EDI pg: 109)
Discussion Question: After you have modeled the thinking behind a skill or task, how do you know your students are ready to move on to guided practice?
Answer: Checks for Understanding
Discussion Question: What types of questions would you ask to assess their understanding?
Answers: will vary, but should focus on ensuring students understand the critical thinking process used
Time: 8 minutes Total pacing :27
Notice the teacher goes the explanation stage of the day’s lesson, then reads a passage, then models strategic thinking of skills and strategies used.
Time: 2 minutes Total pacing :29
Questions are MODIFIED following modeling…we meet the students where they are. Checks for understanding should be throughout the lesson, not just after modeling. Refer to TEAM rubric under questioning. See excerpt below.
Teachers questions are varied and high quality.
Knowledge and Comprehension
Application and Analysis
Creation and Evaluation
Real-World Example: GPS System- GPS gives immediate feedback. It doesn’t wait until you are totally lost to redirect your path. CFUs provide immediate, frequent, and consistent feedback.
Refer back to the Scenario A- what were some examples of teachers modeling their thinking?
Time: 5 minutes Total pacing :34
Teachers are in small groups. Create one set of questions per group. Have groups write questions on Chart Paper. Have a teacher share out group’s questions.
Talking Points for Scenario B: After providing a strategy to remember something, always ask the students if they have any other strategies that could be used. Students can often come up with very creative.
Time: :30 seconds Total pacing :34:30
Fisher, Douglas, and Nancy Frey. "Chapter 1. Learning, or Not Learning, in School." Learning, or Not Learning, in School. ASCD, 2013. Web. 08 Oct. 2014. <http://www.ascd.org/publications/books/113006/chapters/Learning%2C-or-Not-Learning%2C-in-School.aspx>.
If time allows, use this picture as a discussion point.
Discussion: Show teachers the EI Snapshot handout (whole picture) and this image. Ask what do they infer from two charts? What would this look like in your classroom?
Suggest group protocol to ensure all are participating in each small group.
Time: 10 minutes Total pacing 44:30
If more than 10 minutes is left in the session, please allow the teachers to use the remaining time to complete this task.
