INTRODUCING ACADEMIC CONTENT

An Introduction

PLEASE OPEN ON YOUR COMPUTERS:

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#CMIM Handouts -->

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CS Handouts

SIT WITH YOUR

CONTENT TEAM!

SIT WITH YOUR

CONTENT TEAM!

PARTNER UP!

Take 4 minutes to find a partner for each core value- different teacher friends for each!

Keep these handy!

Chloe’s Hot Tips

RELAX!Stay focused!Trust the processDafont.com

Engaging Students with your INM

Hook em!

The way you introduce a lesson can have a direct impact on your classroom’s culture of achievement.

Video clip- As you watch the video, think about where these students rate on the Culture of Achievement continuum. http://www.youtube.com/watch?v=uhiCFdWeQfA&feature=related

Why INM?

When students are not prepared for practice, it has very

damaging effects on the culture of achievement in the room and how well they can engage with rigorous content. This leads to

poor student outcomes.

Some ineffective types of INM Take 3 minutes to read:

The glosser over The steam roller The dead audience

As you read think about the following questions: How do students feel in each of these scenarios? How do these INMs impact the classroom’s

Culture of Achievement?

Handout 1: Supremely Bad INMs pg. 1Handout 1: Supremely Bad INMs pg. 1

Let’s Reflect…Are any of your INMs similar to these this week? In what ways?

Session Focus:

What characterizes an effective sequence of lesson methods?

How can I effectively introduce academic content?

How can I successfully use explanation and demonstration to introduce academic content?

Handout 2: Key Points for SessionHandout 2: Key Points for Session

How we’ll accomplish our goals… Opening (10 minutes)

Introduction to Strong INM (15 minutes)

Deep Dive: Strong INM (15 minutes)

Content Area Examples/Work-Time (30 minutes)

Closing (5 minutes)

SWBAT explain how, during digestion, food is broken down both mechanically and chemically

Key Points My Examples1) When introducing new content and skills, successful teachers:

Bring the key points to life by doing the following-Explaining and Demonstrating

(TELL/SHOW)Facilitating student

EXPLORATION

SWBAT explain how, during digestion, food is broken down both mechanically and chemically (7th grade lab)

Key Points My ExamplesRequire students to be active participants in the learning by continually asking themselves-What should students be

thinking about at this point in the lesson? What can students be

doing to ensure the desired thinking is happening?

Team Debrief

How are the key points brought to life?

How are students active participants?

What will students be able to do during the rest of the lesson?

How does it feel to be a student?

How we’ll accomplish our goals… Opening (10 minutes)

Introduction to Strong INM (15 minutes)

Deep Dive: Strong INM (15 minutes)

Content Area Examples/Work-Time (30 minutes)

Closing (5 minutes)

A strong example INM

https://www.teachingchannel.org/videos/algebra-mixture-problems?resume=0

How is abstract being made more concrete for students with any of the following techniques?

Handout 3: Explanation & Demonstration ChecklistHandout 3: Explanation & Demonstration Checklist

Technique Example My Ideas

The methods used help make a clear point for students.

New information is being framed in a compelling story.

The learning is logically scaffolded.

Students have opportunities to process and debrief the new content and/or skills.

INM Resource Bank

How can we adapt the things we saw her do for an upcoming objective we’re going to teach?

Partner up- Team!

How we’ll get there

Opening (10 minutes)

Introduction to Strong INM (15 minutes)

Deep Dive: Strong INM (15 minutes)

Content Area Examples/Work-Time (33 minutes)

Closing (2 minutes)

Using an Exemplar Lesson Plan 7 minutes – Review Exemplar Lesson

Plan

5 minutes – Answer debrief questions on handout 4 (first 2 boxes)

Content Leader AHAs

Applying to your classroom (Wed. LP)

Beef up Wednesday’s plan:

How will you use demonstration and explanation to paint a clear picture of the key points for your students?

How will you tell a compelling story?

How will you scaffold learning?

How will students have opportunities to process and debrief the content and skills?

Rehearsal to follow

Practice makes Perfect

Partner Up! ( 5 minutes)

How did they use demonstration and explanation to paint a clear picture of the key points for you?

How did they tell a compelling story?

How did they scaffold learning?

How did you process and debrief the content and skills?

Feedback (3 minutes)

What’s Next?

Next Steps Facilitating Practice Designing Assessments Checking For Understanding

Work-Time/Coaching Lesson Planning Clinics Staff support/coaching Office Hours

Additional Resources: TFANet Seek methods ideas from FAs Running peer-directed rehearsal protocols

Own It: Exit Ticket

Before: how does this session connect to what I already knew?

During: what did I do during session that helped me move forward in my practice?

After: What am I going to do next to continue my development in this area?

225-892-2563 (next steps)CS session feedback