Boise November 8, 2005

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Classroom Instruction
that
works
Presenter Mark Foseid Boise ID February 24, 2006
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ABOUT COMPLEX REASONING PROCESSES
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IDENTIFYING SIMILARITIES AND DIFFERENCES

• Comparison Reasoning
• Classifying Reasoning
• Abstract Reasoning (metaphors, analogies)

CUES, QUESTIONS, AND ADVANCED ORGANIZERS

• Inductive Reasoning
• Deductive Reasoning
• Constructing Support Reasoning
• Analyzing Perspectives Reasoning
• Analyzing Errors Reasoning

GENERATING AND TESTING HYPOTHESES

• Decision Making Reasoning
• Problem Solving Reasoning
• Invention Reasoning
• Experimental Inquiry Reasoning
• Investigation Reasoning
• Systems Analysis Reasoning

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IDENTIFYING SIMILARITIES DIFFERENCES
Looking at similarities and differences among
items (comparing), among lists of items
(classifying), among chunks of information
(abstracting).
Comparison Reasoning Classifying
Reasoning Abstract Reasoning (metaphors,
analogies)
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CUES, QUESTIONS, ADVANCED ORGANIZERS
Drawing conclusions and making predictions using
what we know
Inductive Reasoning Deductive Reasoning
Generating and testing arguments and assertions
Constructing Support Reasoning Analyzing
Perspectives Reasoning Analyzing Errors Reasoning
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GENERATING AND TESTING HYPOTHESES
Taking an action when faced with a dilemma or
need
Decision Making Reasoning Problem Solving
Reasoning Invention Reasoning
Clarifying or explaining - phenomena
observed - contradictions or confusions -
relationships among parts
Experimental Inquiry Reasoning Investigation
Reasoning Systems Analysis Reasoning
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Stimulus Questions to Help You Choose Reasoning
Process
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Stimulus Questions to Help You Choose Reasoning
Process
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Stimulus Questions to Help You Choose Reasoning
Process
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Stimulus Questions to Help You Choose Reasoning
Process
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• We learn by doing if we reflect on what we have
  done John Dewey
• Organization
• Brief introduction to the process
• A model for the process Steps
• Graphic representation of the process
• Examples of Classroom Activities
• Rubric to assess the students use of the process

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c
Comparing Classifying Analogy Metaphor

?
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Identifying Similarities and Differences
Generalizations from the research

• Giving students with explicit guidance in
  identifying similarities and differences enhances
  their understanding of and ability to use
  knowledge.
• Asking students to independently identify
  similarities and differences enhances their
  understanding of and ability to use knowledge.
• Using graphic or symbolic forms to represent
  similarities and differences enhances student
  understanding of and ability to use knowledge.
• Can be accomplished in a variety of ways and is a
  highly robust activity.

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Identifying Similarities and Differences
Generalizations from the research
Identifying Similarities and Differences can be
accomplished in a variety of ways
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Mass and Weight are similar because they both
Involve the amount of matter in an object.
As Mass increases, so does weight Are
measurable. Mass (g.), Weight (N)
Have a relationship with gravity. Mass and Weight
are different because Mass is the amount of
matterdoesnt change Weight is
gravitational pull on an objectcan
change


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Food eaten during frontier days
Food eaten today
Characteristic _______________
Variety
Preservatives
Preparation
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(No Transcript)
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Rubric for Comparing

• The student uses important, as well as some less
  obvious, characteristics to compare the items.
  The student accurately identifies the
  similarities and differences and explains his
  conclusions in a way that shows a complete and
  detailed understanding of the items.
• The student uses important characteristics to
  compare the items. The student accurately
  identifies the similarities and differences and
  explains his conclusions.

4
3
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Rubric for Comparing

• The student uses characteristics to compare the
  items, but not the most important
  characteristics. The students comparison and
  conclusions show some misconceptions about the
  items.
• The student uses insignificant characteristics to
  compare the items. The students comparison and
  conclusions show many misconceptions that
  indicate the student does not understand the
  items.

2
1
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• Students should understand that the
• purpose of doing a comparison task is to
  extend and refine knowledge. A questions such
  as, What did you discover? helps to reinforce
  this understanding.

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The STEPS to Classifying Reasoning
Grouping items into definable categories on the
basis of their attributes

• 1. Identify the items you want to classify.
• 2. Select what seems to be an important item
  and identify other items like it based on their
  attributes.
• 3. State the rule that describes membership in
  this category.
• 4. Select another item and identify others that
  are like it.
• 5. State the rule that describes membership in
  this category.
• Repeat the previous two steps until all items
  are classified and
• each category has a rule that describes it.
• 7. If necessary, combine categories or split
  them into smaller categories and state the rules
  for those categories.

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Rubric for Classifying 4 The student organizes
the items into meaningful categories and
thoroughly describes the defining characteristics
of each category. The student provides
insightful conclusions about the
classification. 3 The student organizes the items
into meaningful categories and describes the
defining characteristics of each category.
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Rubric for Classifying 2 The student organizes
the items into categories that are not very
meaningful, but addresses some of the important
characteristics of the items. 1 The student
organizes the items into categories that do not
make sense or are unimportant.
A Handbook for Classroom Instruction That Works
p. 28
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Key Points Classifying

• Categories should be related to one another or
  parallel.

• It is important to focus on attributes that are
  important and meaningful to the content.

• Students must understand the defining
  characteristics of the categories well enough to
  justify placement of the items which gets more
  difficult with complex content.

4. Having students classify and then reclassify
is a key to helping them notice unique
distinctions and connections that they might not
have noticed had they classified the items only
once.
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ANALOGIES Creating analogies is the process of
identifying relationships between pairs of
concepts-in other words, identifying
relationships between relationships. Like
metaphors, analogies help us to see how seemingly
dissimilar things are similar, increasing our
understanding of new information.
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Identifying Similarities and Differences
TYPES OF RELATIONSHIPS COMMON TO ANALOGIES
Part to Whole Change Function Quantity/Size Pk
t. 1.2
Similar Concepts Dissimilar Concepts Class
Membership Class Name or Class Member
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Typically, analogical thinking takes on the form
AB CD, read as, A is to B as C is to D
(Sternberg, 1977) For Example Hotcoldnightday
(hot is to cold as night is to day) cold and
day are opposites of hot and night,
respectively. Carpenterhammer artistbrush
(carpernter is to hammer as artist is to brush)
hammer and brush are tools used by a carpenter
and an artist, respectfully.
Pkt. 1.3
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Steps to teaching analogies 1. Present students
with structured examples of analogies.For
example, a teacher might introduce the format for
analogies by providing students with content-area
examples like the following Thermometer is to
temperature as Odometer is to mileage Or Willy
Loman is to tragedy as Falstaff is to comedy Ask
students to explain how the the relationship
between A and B is similar to that between C and
D. Pkt.2.1
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2. Present students with open-ended analogies.
For example, provide students with an incomplete
analogy like the one below Evaporationwater As
Condensation ( ) Pkt.2.2
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3. Present students with a graphic organizer for
analogies For example
is to
Relationship_____________
As is to (App.2/24, p6)(pkt2.3)
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For exampleGraphic organizer to help students
understand the nature of analogies
hammer is to carpenter
carpenter
Relationshiptools used frequently by given
professionals
As is to painter
Brush
Painter
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• 4. Present students with analogy problems.
• For example
• AccelerateDecelerateAmicable___________
• A. Friendly
• B. Cooperative
• C. Hostile
• Enemy
• Pkt3.1

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COMMON ANALOGY RELATIONSHIPS Similar
Concepts Adjacent concepts are synonyms or
similar in meaning. Rumorgossipenergize___
_______ demoralize support invigora
te Dissimilar Concepts Adjacent concepts are
antonyms or dissimilar in meaning.
Happysadtall________ short long
pkt3.2 high
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COMMON ANALOGY RELATIONSHIPS Class
Membership Adjacent concepts belong to the same
class or category. Otterturtlered_________
cat purple mood Class Name and
Class Member One element in a set is a class
name, the other is a member of the class
Ballpointpenbeetle_______ plant
winter Pkt.3.3 insect
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Part to Whole One element in a set is a part of
the other element in the set. bladefansleeve_
_________ pants shirt arm Change One
element in a set turns into the other
element. Maggotflyseed__________ plant wo
rm dirt
pkt.4.1
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Function One element in a set performs a function
on or for another. golferclub_____________
student homework book tutor Quantity/Size
The two elements in the set are comparable in
terms of quantity or size. Mountainanthill____
________mouse elephant ant gerbil
pkt.4.2
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Identifying Similarities and Differences
Graphic Organizer for the Abstract Reasoning in
Analogies
is to
Relationship
is to
as
(APP 43.10)
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Identifying Similarities and Differences
Graphic Organizer for the Abstract Reasoning in
Analogies
thermometer
temperature
is to
Relationship
Measure incremental changes in something
odometer
is to
as
distance
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LEVERS

• A lever is a bar that is free to move about a
  point called a fulcrum. The force applied to one
  end of a lever is called the effort force. The
  force that is overcome at the other end is called
  the resistance force. A lever has two arms. The
  effort arm is the distance from the effort force
  to the fulcrum. The resistance arm is the
  distance from the resistance force to the
  fulcrum.
• Principles of Science, Heimler,Neal,

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Solving Analogy Problems
as
David Hyerles Bridge Map (App. 2/24,
p7)(pkt.4.3)
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Solving Analogy Problems
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Solving Analogy Problems
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Solving Analogy Problems
document
book
as
backpack
portfolio
is carried in
relating factor
batter
compound
as
elements
ingredients
a new substance made up of
relating factor
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Solving Analogy Problems
Offensive Line
Cell membrane
as
Cell
Football team
only lets certain things pass through
relating factor
Earthquake
Tsunami
as
Wave
Tremor
.is an extreme example of
relating factor
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Solving Analogy Problems
tongue
eye
as
see
?
is used to
relating factor
?
walk
as
run
?
an acceleration or amplification
relating factor
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Solving Analogy Problems
document
book
as
backpack
portfolio
is carried in
relating factor
as
as
as
relating factor YOU CREATE ONE! SHARE WITH A
PARTNER
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Steps to the Analogy Process

• Example Man Boy king _________
• Identify relationships between the first two
  elements in the first set (man and boy).
• Identify which element is the first set (man) is
  most closely related to the single element in the
  second set (king).
• Identify which of the completion choices would
  make the second set of elements have the same
  relationship as the first set.

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Identifying Similarities and Differences
Analogies
You do some! Be sure to describe the relationship!

• Spring Ring Coil (rope, cowl, loop,
  stretch)
• Gutenberg (broadcasting, theology, genetics,
  printing) Marconi Radio
• Wisdom (science, sage, goodness, educator)
  Skill Virtuoso
• Dive (descend, water, float, sink) Depth
  Surface
• Surname Pseudonym Clemens (Samuel, Eliot,
  Finn, Twain)
• Elbow Nerve Hinge (lever, electricity,
  fulcrum, wire
• Homophone (paradigm, antonym, synonym, acronym)
  Sound Meaning
• (APP. 2/24, p8)

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Identifying Similarities and Differences
Analogies
You do some - more!

• Vinegar (apple, oil, tea, lemon) Acetic
  Citric
• Candide Voltaire (Pirandello, Carmen,
  Quixote, Lazarillo) Cervantes
• Salk Polo (Pasteur, Sabin, Lister, Currie)
  Rabies
• Wagon Limousine (passenger, vehicle,
  buckboard, teamster) Chauffeur
• Light Snack (consume, simple, hearty,
  gobble) Feast
• Mason (jar, trowel, brick, divider)
  Draftsman Compass
• Common (combined, plain, stock, crossing)
  Intersection Union
• (festival, week, moon, calendar) Monday Holy
  Holiday
  (APP. 2/24, p9))

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Identifying Similarities and Differences
Analogies
Answers!

• A spring forms or has the shape of a coil, and a
  ring forms a loop
• Marconi is recognized as the inventor of radio,
  and Gutenberg is recognized as the inventor of
  movable type for printing
• A sage posses an extraordinary degree of wisdom
  a virtuoso possesses an extraordinary degree of
  skill
• To dive is to descend into the waters depth to
  float is to stay on the surface of the water
• Mark Twains real name was Samuel Clemens his
  real surname Clemens, but he used Twain as a
  pseudonym
• The elbow of an arm functions similar to a hinge
  on a door or gate, a nerve is a cordlike fiber
  that functions in the nervous system similar to a
  wire in an electrical system
• Words that have the same sound are called
  homophones words that have the same meaning are
  called synonyms
• Vinegar contains acetic acid a lemon contains
  citric acid

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Identifying Similarities and Differences
Analogies
You do some - more!

• Candide is a character in a novel by Voltaire
  Don Quixote is a character in a novel by
  Cervantes
• Salk developed the first polio vaccine, Pasteur
  developed the first rabies treatment. (Sabin
  developed another polio vaccine, Lister promoted
  antiseptics, Curie discovered radium)
• A wagon is driven by a teamster (a term deriving
  from the team of horses that pulls the wagon
  and a limousine is driven by a chauffeur
• A snack is a light meal, while a feast is a
  hearty meal
• A compass is a tool used by a draftsman, and a
  trowel is at tool used by a mason (Masons use
  bricks, but bricks are not considered tools a
  divider is another tool used by draftsmen.)
• In math, the intersection of 2 sets is a set that
  contains only the elements that are common to
  both sets the union of two sets is a new set
  that contains all the combined elements of both
  sets
• The word holiday is derived from the word holy
  (holy day), and the word Monday is derived from
  the word moon (moon day)

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IN CONCLUSION... The eight analogy relationships
identified by Lewis and Greene (1982) are common
to tests that use analogies. Reflection Explain
how you might include the analogy process into
curriculum. Write an analogy that would increase
students understanding of a concept or term in a
present unit of study. Share with the group.
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Metaphors and Extended Metaphors

Analogy Metaphor
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Metaphors are bridges. They create images, and,
by connecting any two different ideas, person,
places, and things, they show things in new
ways. The eyes are the windows to the
soul. Trees are earths hair. Love is a rose
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Creating Metaphors The process of explaining how
two seemingly different items are actually
similar, at a general level.
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Creating Metaphors

• Identify key characteristics of an item, or the
  important information in a passage.

2. State the key characteristics or important
information in more general terms.

• Apply that general language to a new, seemingly
  different, specific item or passage in a way that
  exposed the similarities between the original and
  the new.

• Explain what you learned.
• Pkt 5.1

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Abstracting
The process of identifying and articulating the
underlying theme or general pattern of
information.

• 1. Identify what is considered important or basic
  to the information or situation with which you
  are working.
• 2. Write that basic information in a more general
  form by
• replacing words referring to specific
  things with words referring to more
  general things, and
• summarizing information whenever possible.
• Find new information or a situation to which the
  general pattern applies.
  Pkt.5.2

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Original information
General pattern
New information
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EXTENDED METAPHOR.ABSTRACTING PROCESS

• Directions
• Read C.L. Sholes
• List specific/literal events
• Generalize the events
• Think of a new situation that fits the same
  pattern

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Identifying Similarities and Differences
When C.L. Sholes was inventing a
typewriting machine in the early 1870s, he found
that the machine jammed if he typed too fast. So
he deliberately arranged the positions of the
letters in a way that forced typists to work
slowly. Nevertheless, Sholes typewriter design
was still a great improvement over earlier
models, and so it was soon in use all over the
world. Today, even though typewriters have
been improved in many ways, nearly all of them
have keyboards like the one Sholes devised in
1872. The letter arrangement is called QWERT,
after the five left-hand keys in the top letter
row. You can see QWERT keyboards on computer
consoles as well as on typewriters. (continued
on next slide)
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SHOLES - continued
Unfortunately, the QWERT arrangement slows
typing, encourages errors, and causes greater
fatigue than another arrangement devised by
August Dvorak in 1930, which has proved in
several tests to be much faster and more accurate
than QWERT. Millions of people have learned
the QWERT keyboard, however, and it is being
taught to students in schools right now. So it
seems that we will continue to live with this
19th century mistake.
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Step 1Specific/Literal Step 2General/Abstract
C.L. Sholes invented a keyboard, QWERT, that
would slow down typists, thus solving the problem
of key sticking.
Someone invented/created something to address an
issue/problem.
Typewriter keys stopped sticking
The issue/problem went away.
Another keyboard was invented that was shown to
be better than QWERT.
Something else was invented that was shown to be
better than the original.
QWERT is still used despite the fact that keys no
longer stick and another keyboard configuration
was shown to be better.
The original invention is still used/accepted
even though the issue/problem is no longer
present, and something new has been shown to be
better.
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(No Transcript)
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Specific/Literal General
General Pattern Pattern
in new Specific
Step 1
Step 3
Step 2
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THE EMPERORS NEW CLOTHES There once
was an emperor who loved new clothes. One day
two swindlers convinced him that they could make
him very special clothes that would be invisible
to anyone foolish or unfit for office. The
emperor placed an order immediately, thinking
that he would now be able to distinguish wise men
from foolish men. As the swindlers set up
their looms and began to work, many people
stopped to see the fabric they were weaving.
Each person, afraid to admit that they could see
no fabric, raved about the beautiful color and
texture. (continued on next slide)
(App. 2/24, p10-11)
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THE EMPERORS NEW CLOTHES (continued) Finally,
one morning the clothes were ready. The
swindlers presented them to the emperor and
pretended to dress him and put imaginary final
touches on each piece. The emperor, staring at
himself naked in the mirror, agreed that they
were the finest clothes hed ever seen. The
emperors subjects had gathered from far and wide
to view the new clothes they had all heard so
much about. As the emperor marched through the
streets, people talked of how beautiful the
clothes were. Then, a little boy, not knowing
that he would seem foolish if he could not see
the clothes, shouted out, The Emperor has
nothing on! Soon, everyone joined in, the
Emperor is naked! The Emperor now felt
foolish, but he held his head high and tried to
maintain his dignity. The crowd laughed and
laughed.
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(No Transcript)
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In the 1820s, U.S. settlers began moving into
the Mexican territory of Texas. At first, the
settlers were content to live under the new
Mexican republic. But when Santa Anna came to
power, he laid down oppressive new laws, making
the settlers so resentful of his government that
finally, in 1836, they declared Texas to be
independent of Mexico. Santa Anna led an army
into Texas to punish the rebels. At a fortress
call the Alamo, his troops defeated a vastly
outnumbered force of Texans. All of the Texas
rebels were killed, but their courage in the face
of great odds inspired a rebel battle cry
Remember the Alamo. A few months later, the
Texans got their revenge. One day, when Santa
Annas troops were resting in their camp, the
Texans launched a surprise attack and defeated
Santa Anna. After this defeat, Santa Anna agreed
to grant Texas its independence.
(App. 2/24, p13)
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Step 1Specific/Literal Step 2General/Abstract
In 1820, U.S. citizens settled in the Mexican
Territory of Texas.
People from outside entered and settled into a
part of an established place.
Santa Anna, ruler of this territory, passed
oppressive laws and eventually drove the new
settlers to declare Texas as independent.
The leader of the established place was
oppressive to newcomers. Newcomers declared their
part now belonged to them.
Santa Anna fought back and began to defeat the
rebels in military battlese.g., The Alamo
The leader fought back and began to winsome very
highly publicized victories.
The rebels would not give up and finally defeated
Santa Anna in a sneak attack. Santa Anna granted
Texas its independence.
The newcomers would not give up and finally won
with a sneak attack. The leader yielded and gave
the newcomers the part they wanted. (App.
2/24, p14)
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Key Points Abstracting

• 1. Step 1 of the process-identifying the
  important or basic literal information-is often
  the most challenging for students. They will
  need many opportunities to practice this step.
• 2. Students often have questions about how
  general language in the abstract pattern should
  be. The level of generality thats appropriate
  depends on the content and purpose of the
  assignment.
• As students apply a general pattern to new
  specifics and identify the obvious connections,
  encourage them to make connections that are less
  obvious and more interesting.
• Pkt.5.3

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Percentile Gain
3. Reinforcing effort and providing
recognition 29
72
.
Reinforcing Effort and Providing Recognition
Generalizations from research on Reinforcing
Effort

• Not all students realize the importance of
  believing in effort.

• Students can learn to change their beliefs to an
  emphasis on effort.

Generalizations from research on Providing
Recognition

• Rewards do not necessarily have a negative effect
  on intrinsic motivation.

• Reward is most effective when it is contingent on
  the attainment of some standard of performance.

• Abstract symbolic rewards like verbal recognition
  are more effective than tangible rewards.
  Pkt.6.2

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Effort Rubric 4. I worked on the task until it
was completed. I pushed myself to continue
working on the task even when difficulties arose
or a solution was not immediately evident. I
viewed difficulties that arose as opportunities
to strengthen my understanding. 3. I worked on
the task until it was completed. I pushed myself
to continue working on the task even when
difficulties arose or a solution was not
immediately evident. 2. I put some effort into
the task, but I stopped working when difficulties
arose. 1. I put very little effort into the task.
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• Achievement Rubric
• 4. I exceeded the objectives of the task or
  lesson.
• 3. I met the objectives of the task or lesson.
• I met a few of the objectives of the task or
  lesson, but did not meet others.
• I did not meet the objectives of the task or
  lesson.
• Pkt.7.1

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Keeping Track of My Learning Name Patrice
Austin
Benchmark Adds and subtracts simple
fractions My Goal To reach a 3 by March 17th.
A March 3 B March 4 C March 6 D March
7 E March 11 F March 14 G March 17 H
March 19 I March 24 J
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My Progress in Writing Process- Content and
Organization
4 3 2 1
Date__9/17_
Date_9/24_
Date_10/1_
Date_10/20_
Date_10/31_
Date_11/15_
Date_______
Date_______
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My Progress in Writing ProcessContent and
Organization
4 3 2 1
Achievement
Date__9/17_
Date_9/24_
Date_10/1_
Date_10/20_
Date_10/31_
Date_11/15_
Date_______
Date______
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Reinforcing Effort and Providing
RecognitionImplications

• Chart effort and achievement using effort and
  achievement rubrics
• Teach students that effort affects achievement
• Establish a rationale for recognition
• Use effective praise as feedback
• Pkt.7.2

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Vary Your Responses to Students Incorrect Answers

• What is the most frequently broken bone in the
  body? (The clavicle collar bone)
• Spell broccoli.
• What do you call a baby rabbit? (A kitten)
• What is the name of the first shot in a billiards
  game? (The break)
• What is Queen Elizabeths surname? (Windsor)

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Vary Your Responses to Students Incorrect Answers

• The city of Singapore is in what country?
  (Singapore)
• What is the second tallest mountain in the world?
• (K2. It is next to Everest.)
• How many items are in a gross? (144)
• What book did Ken Kesey write that was turned
  into an Oscar Award winning movie?
• (One Flew Over the Cuckoos Nest)
• 10. Spell Albuquerque.

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Using Cues, Questions, Advance Organizers
82
Percentile Gain
9. Providing cues, questions, and 22
advanced organizers

83
Warm-upFill in the blanks
The questions that p_______ face as they raise
ch_________ from in_______ to adult life are not
easy to an_________. Both fa_______ and
m____________ can become concerned when health
problems such as co_______ arise any time after
the e_________ stage to later life. Experts
recommend that young ch________ should have
plenty of s_________ and nutritious food for
healthy growth. B_______ and g_______ should not
share the same b________ or even sleep in the
same r_________. They may be afraid of the
d_______.

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Warm-upFill in the blanks
The questions that poultrymen face as they raise
chickens from incubation to adult life are not
easy to answer. Both farmers and merchants can
become concerned when health problems such as
cough arise any time after the egg stage to later
life. Experts recommend that young chicks should
have plenty of sunshine and nutritious food for
healthy growth. Banties_ and geese should not
share the same barnyard or even sleep in the same
roost. They may be afraid of the dark.

85
Aoccdrnig to a rscheearch at Cmabrigde
Uinervtisy, it deosnt mttaer in what oredr the
ltteers in a word are, the olny iprtmoatnt tihng
is that the frist and lsat ltteer be at the rghit
pclae. The rset can be a toatl mses and you can
still raed it wouthit porbelm. This is becusae
the huamn mnid deos not raed ervey lteter by
istlef, but the word as a wlohe.

• Our Prior
• Knowledge
• helps us construct meaning.

86
This procedure is actually quite simple. First,
you arrange items into different groups. Of
course, one pile may be sufficient depending on
how much there is to do. If you have to go
somewhere else due to a lack of facilities, that
is the next step otherwise, you are pretty well
set. It is important not to overdo things. That
is, it is better to do too few things at once
than too many. In the short run, this may not
seem important, but complications can easily
arise. A mistake can be expensive as well. At
first, the whole procedure will seem complicated.
Soon, however, it will become just another facet
of life. It is difficult to foresee any end to
the necessity for this task in the immediate
future, but then one can never tell. After the
procedure is complete, you arrange the materials
into different groups again. Then you can put
them into their appropriate places. Eventually,
they will be used again, and the whole cycle will
then have to be repeated. However, that is a
part of life.

• Our Prior
• Knowledge
• helps us construct meaning.

87
Caution
Be sure to identify the Essential Knowledge for
which student should create summaries, notes, and
nonlinguistic representations, and which warrant
the use of cues, advance organizers, and
questions.
88
Learning Goals
As a result of what we do today, you will
be able to demonstrate that you
Understand the technique of foreshadowing in
mysteries. Can revise writing to improve use of
descriptive adverbs.
89
Using Cues and Questions
Generalizations from the research

• Cues and questions should focus on what is
  important as opposed to what is unusual.
• Higher level questions produce deeper learning
  than lower level questions.
• Waiting briefly before accepting responses from
  students has the effect of increasing the
  sophistication of students answers.
• Questions are effective learning tools even when
  asked before a learning experience.

90
CUES are explicit, straightforward
reminders or hints about what students
are about to experience.
Questions can also give students hints about
what they are to experience. Additionally,
questions should be designed to help students
obtain a deeper understanding of content and to
increase their interest in the topic.
Advance Organizers are structures given to
students before the learning experience to help
them organize the information they are receiving.
91
K - W - L
What I WANT to know about
What I LEARNED about
What I KNOW about
92
Research indicates that the more students know
about a topic, the more they tend to be
interested in it.
Space Unit Learning Goal Students will
understand the relationship of the various
planets to the sun and to each other.
93
Questions
Recall Questions
Higher level questions require students to
analyze information and then restructure that
information or apply what they know.
Inferential Questions
Analytic Questions
94
What are the characteristics of urban development
in ancient Mesopotamia? What environmental and
cultural factors influenced the development of
civilizations in the Indus Valley?
Where is Mesopotamia located? What are the major
bodies of water that surround Mesopotamia? What
are the major cities of Mesopotamia?
95
INFERENTIAL QUESTIONS
Asking inferential questions allows students to
tap into their prior knowledge in order to fill
in a great deal of information not stated.
Events Things/People Actions State of Being
96
Using Advance Organizers
Generalizations from the research

• Advance organizers should focus on what is
  important as opposed to what is unusual.
• Higher level advance organizers produce deeper
  learning than lower level advance organizers.

97
Common Patterns
Generalization/ Principle
Description
Example
Example
Example
Comparison
Time Sequence
1 2
Cause
Cause
Effect
Cause
Cause
Cause
98
Situation Students are going to the Natural
History Museum to spend time viewing the
nature dioramas.
Identify the knowledge that you might want
students to gain as a result of this
trip. Prepare an advance graphic organizer for
them to use during their visit.
99
Classroom Recommendations
1. Help students understand that using cues,
questions, and advance organizers can enhance
their ability to retrieve and use what they
already know about a topic.
100
Classroom Recommendations

• Engage students in activities that
• - Provide explicit clues to what they will be
  learning.
• - Use inferential and analytic questions as a
  tool prior to presenting new information to help
  students think more deeply about new content.
  (Questions may also be used during and
  after introducing new content).
• - Use wait time to help deepen students
  answers.
• - Use various graphic advance organizers to
  organize new content.

101
Classroom Recommendations
3. Create structures for students to receive
feedback on how the use of cues, questions, and
advance organizers is helping them retrieve and
use what they already know about a topic.
102

To what extent do we engage in this behavior or
address this issue?
1 gtgtgtgtgtgt2gtgtgtgtgtgtgt3gtgtgtgtgtgt4 Not at all
To a great extent
103
Generating and Testing Hypotheses
104
Generating and Testing Hypotheses
Generalizations from the Research Hypothesis
generation and testing can be approached in a
more inductive or deductive manner. P.
104 Teachers should ask students to clearly
explain their hypothesis and their conclusions.
P. 105 Classroom Practice in Generating and
Testing Hypothesis Teachers can use the process
in different tasks across all disciplines. The
following six types of tasks all employ
hypothesis generation and testing. (pp 106-110)
105
Generating and Testing Hypotheses Problem
Solving Invention Decision Making
Systems Analysis Experimental Inquiry
Investigation
pkt.7.3
106
About Decision Making Reasoning
107
VACATION
Two weeks in London 3,750
Two weeks in Hawaii 3,300
Two weeks in a Cabin In the Adirondacks 1,800
108
The STEPS to Decision Making Reasoning

• Identify a decision you wish to make and the
  alternatives you are considering.
• Identify the criteria you consider important.
• Assign each criterion an importance score.
• Determine the extent to which each alternative
  possesses each criterion.
• Multiply the criterion scores bye the alternative
  scores to determine which alternative has the
  highest total points.
• Based on you reaction to the selected
  alternative, determine if you want to change
  importance scores or add or drop criteria.

109
Decision Making
?
Criteria Nutritious Tasty Inexpensive
110
Decision Making
?
Criteria Nutritious Tasty Inexpensive
111
Generating and Testing Hypotheses
Steps for Decision Making Reasoning
Generating and applying criteria to select from
among seemingly equal alternatives. More simply,
it is the process of developing and using
criteria to select from choices that seem to be
equal.

• What am I trying to decide?
• What are my choices?
• What are important criteria for making this
  decision?
• How important is each criterion?
• How well does each of my choices match my
  criteria?
• Which choice matches best with the criteria?
• How do I feel abut the decision? Do I need to
  change any criteria and try again?
  (App. 2/24, p15)

112
Yugo Tempo Blazer Lexus
Cost MPG Roomy Safety Style
4x 4x 4x 4x 2x 2x 2x 2x 2x
2x 2x 2x 4x 4x 4x 4x 1x 1x 1x 1x
4 2 2 4 1
113
Yugo Tempo Blazer Lexus
Cost MPG Roomy Safety Style
4 2 2 4 1
4x 4x 4x 4x 2x 2x 2x 2x 2x
2x 2x 2x 4x 4x 4x 4x 1x 1x 1x 1x
Approx 18,000
4x4 4x4 4x2 4x0
Approx. 15 in city
2x4 2x4 2x2 2x2
Room for 3 kids
2x0 2x2 2x2 2x2
Consum. Report
4x0 4x4 4x2 4x1
How I look IN the car
1x0 1x2 1x3 1x4
114
Yugo Tempo Blazer Lexus
Cost MPG Roomy Safety Style
4 2 2 4 1
4x 4x 4x 4x 2x 2x 2x 2x 2x
2x 2x 2x 4x 4x 4x 4x 1x 1x 1x 1x
Approx 18,000
4x4 4x4 4x2 4x0
4x4 4x4 4x2 4x0
4x416 4x416 4x28 4x00
Approx. 15 in city
2x4 2x4 2x2 2x2
2x48 2x48 2x24 2x24
Room for 3 kids
2x0 2x2 2x2 2x2
2x00 2x24 2x24 2x24
Consum. Report
4x00 4x416 4x28 4x14
4x0 4x4 4x2 4x1
How I look IN the car
1x0 1x2 1x3 1x4
1x00 1x22 1x33 1x44
24 46 27 16
115
Yugo Tempo Blazer Lexus
Cost MPG Roomy Safety Style
4 2 2 4 1
4x 4x 4x 4x 2x 2x 2x 2x 2x
2x 2x 2x 4x 4x 4x 4x 1x 1x 1x 1x
Approx 18,000
4x4 4x4 4x2 4x0
Approx. 45,000
4x4 4x4 4x2 4x0
4x416 4x416 4x28 4x00
Approx. 15 in city
2x4 2x4 2x2 2x2
2x48 2x48 2x24 2x24
Room for 3 kids
2x0 2x2 2x2 2x2
2x00 2x24 2x24 2x24
Color--4
Consum. Report
4x00 4x416 4x28 4x14
4x0 4x4 4x2 4x1
How I look IN the car
1x0 1x2 1x3 1x4
1x00 1x22 1x33 1x44
24 46 27 16
116

• Vary the way that you use decision making to
  maximize its potential for encouraging students
  to use the knowledge they are learning in a unit
  of study.

117
DECISION MAKING Task

• It is 1969. You are on the board of Time
  magazine. For the cover of the December issue,
  you want to select a Person of the Decade. Your
  job is to decide which person should be selected
  and justify your decision to the publishers by
  listing the people that were considered, the
  criteria you used, and how each person was rated
  under each criterion. Report on
• The criteria you used and the weights you applied
  to each
• The individuals you considered and the extent to
  which they met your criteria and
• Your final selection.
  (App. 2/24,p17)

118
TIME Person of the Year
1960 1961 1962 1963 1964 1965 1966 1967 19
68 1969
U.S. Scientists John R. Kennedy Pope John
XXIII Martin Luther King Jr. Lyndon
Johnson General Westmoreland The Young
Generation Lyndon Johnson Apollo Astronauts
(Anders, Borman, Lovell) Middle Americans (App.
2/24, p18)

119
Decision Making Matrix
Choices Criteria