Chapters+3+&4

Chapters 3 &4
Pre-Reading
 * Task #1: Reflect and provide a response in the //Academic Journal to these questions://**
 * //Focusing on the same lesson you used in Chapter 2, what strategies do you currently use to deepen students' understanding of new knowledge?//
 * //Did you use strategies to engage students in tasks that require them to generate and test hypotheses about new knowledge they learned? And no we're not talking about science experiments!:) Share what these strategies were.//


 * Task#2: Read Chapter 3 &4- What will I do to help students practice and deepen their understanding of new knowledge? and "What will I do to help students generate and test hypotheses about new knowledge?**
 * Task#3:Now that you have read Chapter 3 you will need to determine whether the lesson(s) you are addressing requires predominantly"procedural" or"declarative" knowledge. Choose the appropriate action steps based on this decision.**
 * Using the Action Step Documentation Form, explain how you will implement the selected Action Steps to deepen knowledge.**
 * Choose at least one action Step from Chapter Four that you have not used before. Describe how you will apply the strategy on the Action Step implementation Form**

Amy Yeater TASK 1: In order to help students practice and deepen their understanding of new knowledge I provided my trainees with screen shots of crucial pages of the online IEP program. I provided copies of the powerpoint with space for them to take notes. I then provided them time to practice developing quality IEP documents using the online system with the support of myself and other experienced users of the system. However, I did not engage my audience in tasks that required them to generate/test hypotheses about the new knowledge. This would be an area that I could definitely improve upon in my presentations.



//**Catherine Palmer**// Jennifer, I feel your pain. ASI doesn't want to work with me either so I put them here for all to read. I gather there will be some changes to the program AFTER we get through it!. Onward...

So I sent them home to do the work. I will be seeing the results of this " homework" this coming Friday. I am not able to send home other projects as most parents complained when I did send home ART homework. Seriously, I have tried to send homework home and often the results were calls from parents, or sheer disbelief from my students and thus a lack of product. If it were Middle or HS, then the value of it might change, but here and now, as much as I believe in homework, it doesn't fly. So it is with high expectations that I anticipate the return of the clay this coming Friday afternoon. **Task 3.** One of the strategies I use now is Procedural in nature since learning a new skill or techniques requires learning a process upon which to build. Sounding out a new word, doing choral responses so they can hear it as well as see it. The declarative procedures are evident when it comes to slip and scoring new pieces of clay onto a body of clay that is a week's difference in temperature. Or when they begin to clean up as though it were routine to them. Unfortunately the time window is often a week or more for some of my students, and refresher moments and reminders are quick to get them back on track. I use similarity and differences quite a lot and often try to inference to a food matter. Clay should FEEL and cut like butter, softer when new, and harder when it begins to dry. Mashed potatoes also, since they understand that lumps are only good in certain ways.
 * Task 1. ** I was able to give one of my classes two "slices" of clay to take home with them over the Easter Holiday. These were 4th graders on Friday afternoons who seemed too often to get the short end of the art schedule.
 * Task 2**. Read the chapters.
 * From Chapter 4**, I would like to implement the experimental inquiry regarding their glaze tasks which requires them to make a formative choice and test limited new knowledge after only one glaze demonstration. Since I am new to the position, there are no test tiles (fired glazes on the clay types in use) available to determine the colors of the glazes so having the limited time to explain HOW and why a glaze works, my students will have to "take a chance" with their glazing color choices. I also firmly believe that a teacher must have the trust of their students as no student wants to be wrong or create something "ugly". This is referred to as a solid foundation as well as the by product of a teacher's good planning so as they begin to stick their necks out, the process becomes more gratifying which makes gains in confidence to try more or try again.

**Jennifer Kabis (sorry, I could not figure out how to upload my ASI Form so I just pasted everything below)** //__**Task 1**__//: After initial introduction of vocabulary used in the unit, students are given at least 3 assignments related to the words to include a cloze activity, question and answer activity, and creating a story using the words activity. At times I will have them also do a picture matching activity as well. Throughout the time we are using the words, I will usually tell them stories using the words. In the beginning I give the definition in the stories (i.e. I am very fussy [or what? – persnickety] about how papers are placed in our classroom.) and afterward work in context clues to help them figure out the work I am trying to find. Sometimes we do charades with the words. Students are always rewarded for finding vocabulary in their reading (which has overwhelmed me this year – they are great! Good to know what I am teaching is in their reading J)

**//__Task 3 Part 1__//**: The lesson previously presented is an example of declarative knowledge. I feel that I am going to make some stretches for introducing vocabulary and fitting them into all of the action steps.

__//** Task 3 Part 2: Explain how you will implement the selected Action Step to deepen knowledge. **//__ **//__AS1__//**: When new vocabulary is introduced, students can deepen their knowledge using AS1 techniques. For comparing, they can work on comparing how ideas/words/people are like the given vocabulary word (adj), who may or may not be the given word (noun), what types of individuals may act a certain way (adv), or who might do the action of the given word (verb). This type of activity would also work with classifying with the vocabulary word being the classification. I think metaphors and analogies would work with some words but not with others. For example, we could discuss that two very different people shared benevolence in their lives (metaphor) or that benevolence is to a certain person as malevolence is to another. When it comes to other words, however, we would have to stretch to derivatives in order to make the metaphors/analogies applicable (i.e. maltreat). **//__AS2__//**: I am struggling with how to apply AS2 to my vocabulary lesson. The only thing I can really think to do with helping them identify errors in thinking is giving them some short of research piece on a person, event, product, etc., with an erroneous connection to the vocabulary word and having then identify why it is such. //__**AS3**__//: AS3 can be implemented by reversing the roles and having the students create the cloze paragraph or questions related to the vocabulary word which are tasks I initially do when providing them with multiple exposures to the word. **//__AS4__//**: Cooperative groups are helpful for students once they have performed the initial stages of the lessons as they can discuss their answers (hopefully pretty simple in the cloze) and compare which answers may be better when considering the use of context clues, proper grammar, and spelling. Constructive dialogue can happen regarding how to make answers/questions better or how to write a good story using the words. **//__AS5__//**: Homework in my classroom usually consists of work that was not completed in class, such as the activities already mentioned. I may be able to expand that to include using all of the words with the family and documenting this use and how well the words were understood thereafter. Perhaps a parent signature would ensure parent participation as well. Unfortunately, in our community, homework is rarely done and communication with parents related to new vocabulary could be difficult given the language barriers some have (I understand it could be an opportunity for the parent to learn new English words but with so many lacking the basics in the language, teaching a higher-level word out of context may be meaningless). **//__AS6__//**: I have never considered having students keep a vocabulary notebook considering I do different units however I think this may be a great idea so students can go through them periodically to recall and correct themselves if they’ve forgotten the correct meaning of the word. It may also be handy for students to go into vocabulary notebooks to make note of words that are synonyms, antonyms, or derivatives of a previously learned word or if they compare in some way.

**Choose at least on action step from Chapter Four that you have not used before. Describe how you will apply the strategy on this form.** I feel that generating and testing hypotheses about new knowledge is definitely a far stretch for a vocabulary lesson, however is possible in some aspects (of course, if I had a month to teach all of the words for a specific unit which could be upwards of 50 words). While reading AS3 (Engage Students in Problem-Solving Tasks That Require Them to Generate and Test Hypotheses), I found myself thinking about affixes and how a simple change to the prefix or suffix could create a whole new meaning for a word. Students could work with these affixes or perhaps take the word’s root and come up with derivatives rather than me providing them. This could also parallel with learning how connotations change with affix changes, thus having a very different contextual meaning. For instance, with the words malevolent, maltreat, enmity, and cynical, students could tell a story with one connotation since most of the words are negative in nature and, should we change affixes or use antonyms with the original words, the connotation of the words/story could take on a positive tone.

Debby Brackett Task #1 In this particular class and for this lesson, many questions about how area and circumference relate to real-life experiences were used. Why would you need to know about area of a circle if you were outside? How could it help you? What about inside? Will you ever need to use that information? How? After teaching this lesson the teacher also occasionally “mixed up” her formulas for area and circumference to show the students the importance of following the formula and the difference it would make in their calculations. The students enjoyed “correcting” the teacher when she did this. Those who caught her “mistakes” were rewarded with high fives, “Shark Bites,” or a turn at the board. For similar lessons she has set up answers FCAT style to challenge the students to read the problems, check unit of measure, check for the correct formulas, etc.

While this lesson using area and circumference of a circle has many elements of both declarative and procedural knowledge. There is much to compare and contrast about these two elements of math. At the same time, students must practice this skill in order to use it without constantly checking back to their reference sheet to determine which formula to use, which measurement is radius or diameter.
 * Task#3: Now that you have read Chapter 3 you will need to determine whether the lesson(s) you are addressing requires predominantly "procedural" or "declarative" knowledge. Choose the appropriate action steps based on this decision.**

Action Step Implementation Chapter Three & Four Implementation Form Name__Debby Brackett__ District__Martin____ ** What will I do to help students practice and deepen their understanding of new knowledge? **
 * ** Explain how you will implement the selected Action Step to deepen knowledge. **
 * Action Step 1: We began our lesson with a review of area and perimeter in quadrilaterals and relating them to circles. We then continued with a discussion comparing and contrasting area and circumference. Students created double bubble maps of our findings. We identified why we might need to know each of these measures, along with why it is important to use the correct measure. **
 * Action Step 2: The teacher gave several examples of incorrect use of area and circumference. As we had done a similar lesson the previous week with quadrilaterals, the majority of the students were quick to catch on. The toughest part is for them to understand which is which in area and circumference. **
 * Action Step 3: We did several examples together from the book with area and circumference, along with a short homework assignment. The next day we went over the assignment, correcting problems and talking about choosing the correct formula and measurements. Typically homework in this class is 6-10 problems. Longer assignments are usually started in class so that there are only a few left for home. **
 * Action Step 4: The teacher turned this lesson into a cooperative group project. As a whole class, instructions were given as to completing a chart for area and circle of 10 circular items the teacher had collected. Students were allowed to form groups of 4. Each group was given a worksheet, several circular items, and a ruler. Each student was to make their own notes and work out their own problems in their notebooks. They were to compare all information and recheck work until all members had the same results. The teacher, the support facilitator and I roamed the room, checking work, and guiding students to correct information as needed. This lasted several days. We all agreed that next time the students should have fewer objects, and be given a shorter deadline for completing the work. **
 * Action Step 5: For a homework assignment, students were to find several circular objects that they could measure and then compute area and circumference. To involve parents, we could have asked that they assist the student with this project, including talking about how they use area and circumference in their daily lives. **
 * Action Step 6: At the completion of this cooperative group project, we went over the information, checking numbers used, formulas used, and final calculations. Students were to make corrections in their notebooks. Shark Bites were given to those students who could explain why they made errors and how they could correct them, in addition to those given to students who completed the whole assignment. ** ||
 * ** Choose at least one action step from Chapter Four that you have not used before. Describe how you will apply the strategy on this form. **
 * I chose Action Step 4 from Chapter 4, “Engage Students in Investigation Tasks that Require Them to Generate and Test Hypotheses.” We could pose questions such as, “What would happen if we used the diameter for the formula instead of the radius?” Students could then predict what would happen, complete calculations on several circular figures or items, and compare the results with their predictions. **
 * This could be expanded to Action Step 5, “Have Students Design Their Own Tasks.” I see this as a great wrap up of a lesson or series of lessons. Students could choose concepts to explore further, such as “What happens when you double the radius? Triple? Does estimating really give me an answer that is close to accurate?” Some of this would also be great review and test prep. ** ||

Task #1- Focusing on the same lessons that you shared in Chapter Two, what strategies did you use to help students practice and deepen their understanding of new knowledge? Did I have students generate and test hypothesis about the new knowledge learned? The lesson that I presented in Chapter Two was **//America’s First Settlers-Native Americans.//**. At the beginning of the unit I knew I would have to review and practice locating and identifying nonfiction text features that were found within the social studies book (procedural knowledge). To get the most knowledge and information from the text we were about to read, I reminded students to identify and pay close attention to headings, graphic aids (maps, charts, diagrams), photographs and captions found within the chapters. Also, we skimmed and scanned the chapters to set goals, predict, and prepare ourselves for reading. I also reinforced reading skills such as using context clues when they came to an unknown or new word within the paragraph. This unit was predominately declarative knowledge and as the unit progressed, students compared the various Native American tribes and the regions in which they lived. As new information was learned about each tribe, we filled out a chart with the name of each Native American tribe, location, homes, farming/hunting, and clothing so students would have a visual representation of all the information they learned. We also drew illustrations to go along with some of the new/unknown words or terms. After we read a chapter, students were also responsible for recording answers to specific questions in their Native American notebooks. This would be used as a part of their study guide at a later date. Here is how I would implement certain Action Steps to deepen knowledge: AS1-**Provide Students with Tasks That Require Them to Examine Similarities and Differences** I really like the idea of using the Double Bubble diagram for comparing different tribes instead of the usual Venn Diagram. Also, I would incorporate the Comparison Matrix as I feel it would be a great visual for my students. It's beneficial because it includes similarities, differences, and specific topics to go along with the concept that students are learning. For Instance, I could design this to include the Iroquois, Seminole, and Sioux tribes. The topics to the left could include: Way of LifeSpecial Ceremonies-Reasons for struggle between European Americans--Contributions to American Culture Today. AS3-**Provide Opportunities for Students To Practice Skills** It took a while for my students to learn and recall the five different U.S. regions and the names of each tribe that was located within that area. This is a very important foundation for the entire unit. I would use the U.S. map that I used this year and color code each region accordingly(ie. plains in yellow, woodland in green, southwest in orange) and we would review more frequently as a class or in groups. AS4-**Determine the Extent to Which Cooperative Groups Will be Used** Cooperative groups would be beneficial for the above mentioned skill. Students could team up and locate regions on a blank map and then place the proper tribe within its region. I would emphasize that sharing strategies and clues with one another is essential to the activity. Students could also be experts on a chosen tribe or region and report their findings to the class. **Task #3- Choose at least one Action Step from Chapter four that you have not used before. Describe how you will apply the strategy.** I chose Action Step #5-Engage students in Investigation Tasks That Require Them to Generate and Test Hypothesis I would have the students engage in a historical investigation by asking why they think the Anasazi tribe disappeared mysteriously. Was it a change in climate, the fact that they chopped down all the trees in the area (no fuel for cooking and heating), or were they killed off from disease? Students would investigate and back up their choice. Why did the Hopi Indians survive, yet they both lived in the same area of the southwest United States as the Anasazi? Given the following reasons, they would research and prove their theory. They could also investigate how the cliff dwellers (Anasazi) built their cliff villages without any machines. Students could also complete a projective investigation by answering the question such as, “What would happen if both the Native Americans and colonists had mutual respect for each other during the colonization of America? || After I have introduced the declarative knowledge of the steps of the writing process, the parts of an essay, and the domain of expository writing, I have students participate in quiz-quiz-trade and fan-n-pick activities to help them remember the new information. To deepen their understanding of the new knowledge, we begin to apply the declarative knowledge by writing the essay. First I introduce the FLEE map (combination flow and tree maps). I divide the deepening activities into three chunks, introductory paragraph, body paragraphs, and concluding paragraphs; as each paragraph has unique elements and role within the essay. First, I model the construction of the introductory paragraph and write it on a large FLEE map for all to see. Then I have students individually construct their own introductory paragraph and write it on their own FLEE map. This is done writer’s workshop style and students are free to share ideas and help each other while I circulate to provide support and check for understanding. I repeat this modeling-followed-by-independent-paragraph-construction for the supporting paragraphs and finally for the conclusion. Later, students will write a different essay and then “reverse map” the essay, looking for missing elements within their paragraphs. I do not feel that I am assigning tasks that require students to generate and test hypotheses about new knowledge. I am eager to find out more about this when reading chapter 4 and to add this element to my unit plan.
 * Karen Cobb
 * Kim Nicholas **
 * Task #1 **
 * Task #1 **

Liberty Magnet Kindergarten Group Task #1:
 * Teachers had students act out subtraction stories as well as used their names to introduce other subtraction problems. We used the curriculum workmats for written practice.
 * At the kindergarten level, students do not yet have the thought process to generate and test hypotheses. For example, the children are still working on foundation number skills and are not yet making the connection that a subtraction problem would begin with a large number and result in a smaller number.

Task #3: Action Step 2: Students who are not performing sucessfully have the opportunity to rework the problems one on one with a teacher, sometimes using a different strategy (different manipulatives, fingers, counting down). Action Step 3: Throughout this unit, students will have at least four documented opportunities to practice subtraction strategies. In addition, teachers will use demonstrations on the board, homework, animated video and workmat activties for practice. Action Step 4: Until subtraction becomes a fluent skill, independent centers would not be appropriate. In small groups, students could make up a subtraction story, act it out for the class and record the number sentence on the board. Action Step 5: Because kindergarten is a skills based curriculum, homework is assigned as practice that will add to their fluency with procedural knowledge. Action Step 6: Students do not keep an academic notebook. Instead, Action Step 2 addresses any corrections that need to be made.
 * Subtraction would require predominantly procedural knowledge which must be practiced frequently.
 * Action Step 1: Teachers introduce the math vocabulary as well as discuss the similarities and differences between addition (taught previously) and subtraction.
 * Teachers have not used Action Step 3 from Chapter 4 with the subtraction unit. We will look for appropriate children's literature (similiar to When the Doorbell Rang) that would require that students make predictions, use their problem solving skills and apply subtraction procedures.

Pre-Reading **Task #1: Reflect and provide a response in the //Academic Journal to these questions://** Focusing on the same lesson I used in Chapter 2, the strategies I used to deepen students’ understanding were to provide short writing sessions while completing the essay or by breaking the writing of their essay into small chunks. I modeled each component of the essay (intro. paragraph, paragraph of similarities, and paragraphs of differences, and conclusion paragraph) in separate lessons/sessions. After each paragraph was modeled students then wrote their own paragraph. I also had students then buddy read each other’s paragraphs for peer feedback, as well as editing. I then conferenced with students individually to discuss the progress of their essay. While writing this essay I also continually shared examples of comparing and contrasting essays to reinforce the concept. When students had completed writing their essay on amphibians and reptiles, I then had them read a selection in their social studies textbook about the lives of two different famous immigrants. Students had to compare and contrast these two individuals using a Venn diagram and then write a compare and contrast paper on the two. I did not engage students in tasks that required them to generate and test hypotheses about the new knowledge they were learning, other than to discuss the components of a compare and contrast essay while I was sharing examples of essays in general.
 * Debbie Smith **
 * Chapters 3 &4 **
 * //Focusing on the same lesson you used in Chapter 2, what strategies do you currently use to deepen students' understanding of new knowledge?//
 * //Did you use strategies to engage students in tasks that require them to generate and test hypotheses about new knowledge they learned? And no we're not talkng about science experiments!:) Share what these strategies were.//


 * Task#3:Now that you have read Chapter 3 you will need to determine whether the lesson(s) you are addressing requires predominantly"procedural" or"declarative" knowledge. Choose the appropriate action steps based on this decision. **

**Using the Action Step Documentation Form, explain how you will implement the selected Action Steps to deepen knowledge. **

**Choose at least one action Step from Chapter Four that you have not used before. Describe how you will apply the strategy on the Action Step implementation Form ** If I understand this correctly the lessons I instructed were geared towards procedural knowledge as we are working on the procedures for planning our essay, making a draft, editing for logic as well as for mechanics. For action step 1, I clearly provided students with the task that required them to examine similarities and differences. Students used a Venn diagram in order to compare and contrast reptiles and amphibians. Before that step I had students complete two column notes as we read materials on the subject.

For Action Step 3, I provided opportunities for students to practice their writing skills and processes. I broke the essay into parts which were then instructed in small chunks. I modeled each step (paragraph) for students so they would understand what was required. After each modeled lesson students wrote or practice that part of the essay. I also provided immediate feedback so students were able to revise right away thus ensuring success. At the competition of the essay I then provided an assignment in which students had to read about two immigrants that has move to our county in the early 1900’s. This assignment provided students another practice session but with without as much teacher support.

One action step that I could have used for this lesson would be Action Step 4: Engage students in decision making tasks that require them to generate and test hypotheses.

My students previously have worked on expository and narrative writing prior to introducing writing to compare and contrast something. After the compare and contrast essays are completed I would have my students brainstorm in cooperative groups a list on chart paper the characteristics of each type of writing they have worked on so far. Each group would then share their chart. After all groups have shared we would summarize and come to an understanding of just what makes up each type of writing. I would then present each group with examples of each type of writing and have them group them according to the characteristics that the class came up with. We would share and compare our results with students having to support their decisions.

Mary Strickler Chapters 3 and 4

Pre-Reading **Task #1: Reflect and provide a response in the //Academic Journal to these questions://**


 * //Focusing on the same lesson you used in Chapter 2, what strategies do you currently use to deepen students' understanding of new knowledge?//
 * //For my lesson on categorizing plants and animals, the students had to make a flip book of the five main types of vertebrates//
 * //We identified plants and trees on the campus and talked about flowering vs non flowering plants//
 * //We continued to discuss vertebrates and invertebrates and classification of animals when we read about them in other topics or when we saw them as we transitioned on campus and at recess//
 * //Did you use strategies to engage students in tasks that require them to generate and test hypotheses about new knowledge they learned? And no we're not talkng about science experiments!:) Share what these strategies were//
 * //I don't think I did. I am not very clear about what this means//