Art and Science of Teaching PD Day

15/2/2019
Morning session

- Hidden curriculum and intended curriculum vs. delivered curriculum

- Focus on delivering skills first content second (teach them to remember the skills even if
they forget the content)
- Collective efficacy **
- Students need to interact with each other to make meaning
- If students simply share their thoughts on content they’ve just learned, it might not be
enough to augment their learning
- CIRCLE OF VIEWPOINTS & EWNS POV STRATEGY – check Padlet link
padlet.com/jwills3/SSC
- Small amounts of “practice” with immediate feedback
- Gradual Release and Responsibility Model
o Teacher to Student Responsibility Continuum
o Takes longer to deliver but provides deeper understanding
- Double Bubble Map

Middle session

- Synectics – drawing relation between two seemingly unrelated things to create meaning for
students
- “Five Whys” – asking why to find out fundamentally why they’re doing what they’re doing.
Are they doing it because “that’s just how you do it?” or is it the “best way”?
- Have students examine their own thinking processes – are there errors?
- “My Favourite No” – finding out what students know by asking questions then going deeper
into their answers – why they picked a particular answer whether it was right or wrong
- Ask questions that could have multiple answers to see different perspectives
o Why are manholes circular?
- Diagramming an argument
o Students make a claim
o They state what grounds the claim is on (why are they making it?)
o Students provide backing or evidence for their claims (usually a more in-depth
discussion of the grounds)
o Provide qualifiers for their claim (exceptions or opposition) – ANCIENT ROME PLEBS
VS. PATRICIANS

Afternoon session

- www.ReadWriteThink.org
- Anticipation Guides – read statement, do you agree? Why or why not? – ANCIENT ROME
EMPERORS POWERS QUESTIONNAIRE
- Anticipation guides that challenge students to match different pieces of content together
- Highlight critical information ** not ALL information is important – identify what is really
important and build on it
o Underline
 o Repetition of key phrases
o Pausing at effective times to demonstrate importance of a point
- Visual instruction tends to help students remember content longer after the end of the unit
as opposed to simple verbal instruction
o Story boards
o Graphic organisers
o Anecdotes or stories
o Combination notes – written note with a picture or graphic to match it to help
students remember
- Homework
o Structure for high completion rate
o Have a well-articulated purpose
o Directly link to learning goals
o Time should be carefully considered