LP+Deconstruction

LP Deconstruction

** A.3.2 - Lesson Plan Deconstruction Page **
Collaborators: ** June Jacko ** and ** Kirsten Bryson **

Dr. M.


 * Instructional Level:** College (Developmental Learning--Remedial)

From: //Coteaching Reading Comprehension Strategies in Secondary Schools: Maximizing Your Impact// (ALA Editions, Moreillon, 2011) Lesson: Chapter 5: Questioning: Challenging Lesson

From the Matrix sent via email by Dr. M. (10/27/10):

Innocence Project (Web site) || Category Matrix – Exit Slip ||
 * Challenging || SCI - Forensics || Solving Crimes with Trace Evidence (GN)

Prewriting/thinking Tools: Tool: Mind Meister (?) Link: http://www.mindmeister.com/

Kirsten: Here is my first attempt. It is VERY rough. I'm sure you can jazz it up better than I can. I am out for the day. (11/02/10: 11:55AM, CST) P.S. I've invited you into the map, so... I think you can make edits, etc. You should have received an invitation from MindMeister. June

http://www.mindmeister.com/maps/show/67050985

//Directions from Dr. M: "Copy and paste this graphic organizer onto your wiki page. Using different colors, each member of the partnership must respond to each bullet."// //A graphic organizer differs from a worksheet in several important ways.//
 * A.3.2 - Lesson Plan Deconstruction**
 * **Worksheet** || **Graphic Organizer** ||
 * One correct response for each question or blank || A diversity of responses can be correct ||
 * Formal test-like quality to practice or assess knowledge || Not standardized, more open-ended ||
 * Usually does not include teaching (new information) || Can include new information to capitalize on instructional potential ||

A graphic organizer should be constructed as a tool for learning. This graphic organizer follows the lesson plan template on page 15 in CS4TRC. Read the additional information provided on this graphic organizer and use it to analyze the lesson plan you are deconstructing.

Important:
 * 1) Each partner should use a **different color font** to indicate her/his contributions to this collaborative assignment. Do not use black!
 * 2) Where you see a **diamond-shaped** bullet (turned into a "v" by wikispaces), you will need to provide a response.
 * 3) “Yes” and “no” (or variations of these such as “none”) are incomplete answers and will earn **zero points**, except as noted on the checklist.

Reading Comprehension Strategy: Questioning Instructional Level: Challenging

__**Planning**__


 * · Reading Comprehension Strategy (RCS)**

v. Name the RCS. **Questioning **

v Which AASL indicators align with this reading comprehension strategy? Note both the number and the actual language of the indicator. Information retrieved from http://www.ala.org/ala/mgrps/divs/aasl/aaslissues/toolkits/slroleinreading/rrtfreadingcompstrategies.ppt

For me, these are the indicators that align directly with the "questioning" RCS: []


 * **Develop and refine a range of questions to frame search for new understanding. (1.1.3)**
 * **Find, evaluate, and select appropriate sources to answer questions. (1.1.4)**
 * **Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. (1.2.1)**
 * **Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning. (1.1.6)**
 * ** Use strategies to draw conclusions from information and apply knowledge to curricular areas, real world situations, and further investigations. (2.1.3) **
 * **Read widely and fluently to make connections with own self, the world, and previous reading. (4.1.2)**
 * **Respond to literature and creative expressions of ideas in various formats and genres. (4.1.3)**


 * · Reading Development Level**

v ** Challenging **


 * · Instructional Strategies**

v Which of these research-based instructional strategies have you used in your teaching?

All from p. 13: Moreillon, Judi. 2007. //Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impac//t. Chicago: American Library Association.

Identifying Similarities/Differences: I especially like H-Maps, rather than Venn Diagrams Summarizing and Note Taking: I especially like a T-Chart format where students pull quotes, key ideas from the text on one side and place their personal responses on the other Nonlinguistic Representations: Often. I especially like using mapping pictures rather than words to vocabulary; I also like (silent) pantomiming for expressing meanings of terminology. Cooperative Learning: Often. I give students a structure within which to be creative; I use drama/skits and role-playing often. Setting Objectives/Providing Feedback: Often and rather quickly Questions, Cues, and Advance Organizers: Often as tool to activate prior knowledge. I used KWL and KWLS often in the past. I found students (of all ages) liked the "I Know, I Wonder" format better. When students do not have much "K," advanced organizers such as Admit Slips and Anticipation Guides help them build a bit of background knowledge. This can be especially important for teens and YAs who are asked to engage with more advanced content for which they lack prior knowledge.
 * In General: **

Questions: I wonder; 5Ws and an H; How come...; Why?... What does that mean? Classifying (especially, Hilda Taba: Inductive Thinking*)
 * From the Forensics Lesson: **

**In my teaching of information literacy at the college level, I have probably used the "Questions, cues, and advance organizers", "Nonlinguistic representation" and "Setting objectives and providing feedback" the most often.** **For most of the instruction I have done, I've started at the remedial level of writing and gave a brief introduction to the library resources and services. For each course more advanced, I build on the skills taught in previous sessions so that students are able to "activate their prior knowledge and prepare them for learning tasks". (Moreillon, 2007)** **A majority of my instruction takes place in a computer lab where students have the opportunity to work with their specific topics and follow along as I show them how to conduct a search in a database. This is utilizing the nonlinguistic representation strategy. I think having the students make use of kinesthetic activities allows them to remain engaged in learning about the library resources as well as accomplishing research that is required for their assignment. If all they are doing is listening to the lecture, it is easy for them to become disinterested and not focus on the information being provided.** **Setting objectives is a little more limited at this time, but is still present. In the future, I hope to be able to collaborate more one on one with instructors and help build the curriculum for their coursework.** In your collaborative work, negotiating objectives will be important. Sharing objectives with students may be a new concept for some university faculty.

v Which of these instructional strategies do you need to learn? Name them and describe them.

Cues--not sure exactly what is meant by this, so I am not sure if I need to learn this or just beef up on it? The Moreillon (2007) text offers this: "In lesson targeted for several different strategies, cues, questions, and advance organizers help students activate their prior knowledge and prepare them for the learning task" (13). In the Glossary, a "bookwalk" (or "picture walk") is provided as an example of a cueing strategy. I think need more information to fully understand what is meant by this. (Think-aloud protocols seem to be cueing strategies to me.) A "cue" is anything that prepares students for the expected learning outcome. It could be a question, a scenario, a bookwalk, and more.

**After reading the strategies, I am confident in knowing what each of them are, however, I have not used them in my instruction. "Identifying similarities and differences", "Summarizing and note taking" and "Cooperative learning" are the three other instructional strategies described in the CS4TRC book.** We often rely on Venn diagrams for comparing similarities and differences. Category matrices, category webs, and creating metaphors/analogies are equally important tools for teaching this strategy.

v 2 sessions
 * · Lesson Length**

What are your questions about the lesson length? You must have at least one. June's Question about lesson length: How is "session" operationally defined? One hour? A session is a "typical" 50-minute class period. (In the current book, that info is on page 15.) Presentations would be an excellent additional lesson or extension.
 * Kirsten's Question about lesson length: The lesson plan is set up well with students introduced into the topic on day 1, learning some of the jargon and key concepts for the subject and then on day, they are able to explore specific cases using the //Innocence Project// website. Is two sessions adequate enough for this lesson? Is there a way for each group to develop a presentation to share their findings with the class and present how they came to the conclusions they did? **


 * Note:** If you have worked within the constraints of a fixed schedule in which students come to the library just one time per week, there are many options for increasing the amount of time you spend with students. School librarians must think about the fact that NO other teachers in their buildings introduce and teach a concept on Tuesday morning at 10:00 and NEVER mention it again until the next Tuesday morning at 10:00. This is simply not an effective instructional practice. What are your strategies for getting out of the fixed schedule library box?

June's strategies for getting out of the fixed scheduled library box: Collaborate with classroom teacher; allow lessons to naturally spill over to classtime. Make the physical library visit just one component of the process. And demonstrate over and over and over again the impact a flexibly-scheduled library based on classroom-library collaboration for instruction can have on student achievement.

Brilliant! Do students take advantage of this service?
 * Kirsten's strategies for getting out of the fixed scheduled library box: **
 * My instruction level is again a little bit different than those teaching in a school library. Our students hold a little more responsibility in being proactive in their education. After the library instruction sessions are delivered, I invite students to make a one-on-one appointment with one of the full-time staff members in the library, utilize our free //Meebo// reference chat that is monitored from 12-9PM Monday through Thursday, or call if they have questions regarding the information that was discussed during that session. Instructors and I have also held "work" sessions, where I provided hints about a database (printing, citing, saving, folder features, etc.) and then spent the class period helping students with their topics and making sure they had the information for their essay. **


 * · Purpose**

From Dr. M: "The purpose of this K-W-L-Q lesson is to use questioning before, during and after reading court cases related to forensic science. Rather than concentrating on answering questions per se, this lesson focuses on recording questions and categorizing them before, during, and after reading. Students can use this process to determine their most pressing questions related to the topic of forensic science and pursue an inquiry based on those questions" (Moreillon, 2011).

v How is the purpose of the lesson connected—or not connected—to your idea of the type of instruction that “should” take place in the school library?

I actually like this very much. Good lessons are good lesson whether they occur in the school library or elsewhere.

**I believe this lesson plan is connected to what we should be teaching in library instruction. The K-W-L-Q pre-writing gives students the opportunity to identify what they know, what they want to know, what they've learned and any outstanding questions they have on a specific topic. Students tend to look for resources that discuss the entire topic of an essay rather than a specific resource that supports the reasoning or stance of a topic. This lesson plan helps the student analyze what information they already have for their chosen topic and what information they still need to obtain.** Agreed.


 * · Objectives**

Review Bloom’s Taxonomy: [] From "highest" level to "lowest" level: v List at least one verb that is used to name what students will do for every objective in this lesson; list the corresponding level on Bloom’s. Use this chart.
 * __** NEW VERSION **__ || __** OLD VERSION **__ || __ **DESCRIPTORS*(from Website, above)** __ ||
 * CREATING || EVALUATION || assemble, construct, create, design, develop, formulate, write. ||
 * EVALUATING || SYNTHESIS || appraise, argue, defend, judge, select, support, value, evaluate ||
 * ANALYZING || ANALYSIS || appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. ||
 * APPLYING || APPLICATION || choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. ||
 * UNDERSTANDING || COMPREHENSION || classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase ||
 * REMEMBERING || KNOWLEDGE || define, duplicate, list, memorize, recall, repeat, reproduce state ||

Review Learning Objectives: 1. ** Pose ** questions before, during, and after reading a court case. 2. ** Categorize ** and ** record ** questions during, and after reading a court case. 3. ** Determine ** questions for further study.

Note: Students are working at multiple Bloom's levels. That's important.
 * Objective || Verb || Level on Bloom’s || Verb is Like...from list above ||
 * Objective 1 || Pose (questions) || Creating/Evaluation || formulate ||
 * Objective 2 || Categorize || Analyzing/Analysis || differentiate ||
 * Objective 2 || Record || Remembering/Knowledge || list ||
 * Objective 3 || Determine || Creating/Evaluation || create ||

Children’s Literature Websites Graphic Organizers Materials Equipment
 * · Resources, Materials, and Equipment**

v Which are the different formats or genres used to support learners?
 * // **Solving Crimes with Trace Evidence,** // **by Gary Jeffrey, illustrated by Peter Richardson** (BOOK: Print)
 * **Web Resource: //The Innocence Project//: http://www.innocenceproject.org** (Website)
 * **Optional Web Resource: //Fun Trivia:// Quizzes: Forensic Science: ( Website ) http://www.funtrivia.com/quizzes/sci_tech/forensic_science.html**
 * **Graphic Organizers: 5.3 Category Matrix, 5.3 Teacher Resource-Category Matrix and 5.3 Exit Slip ( Tool )**
 * **Overhead, data projector or interactive whiteboard ( Projection )**

v Which technology tools are used? If technology is not used in this lesson, do you think there are appropriate tools to help students meet the lesson objectives? Name those tools and how you would use them. **Technology used in this lesson was limited to using the Internet where students were able to research real cases in which people were wrongfully convicted of crimes they did not commit. Another optional web resource was a trivia website where students are able to test their knowledge on forensic science.** More technology could be integrated into this lesson with the presentation extension idea.

Tools used = Websites


 * · Collaboration**

v How does this lesson maximize the benefits of two (or more) educators coteaching? Be specific. **Collaboration between two educators helps breakdown the K-W-L-Q pre-writing process. While one educator solicits students' ideas, the other records them and uses them for later reference.** **"While one educator reads the introduction and one famous case, the other records before, during, and after reading questions on a category matrix. After recording questions, educators model determining one or more inquiry questions to pursue." (Moreillon)**

"Questioning is among the social competencies that children bring with them to their schooling. But when they enter school, many children begin to think of questions in terms of answering the teacher's questions rather than asking and answering their own" (Moreillon, 2007, p. 58; emphasis mine).

This strategy is powerful because it allows learners to take OWNERSHIP of their learning. The questions are their own--not the teacher's. Agreed... and when we have beaten them over the head with a focus on answers, answers, answers... this is not easy for some students. Asking relevant and compelling questions relates to inquiry and lifelong learning.


 * · Assessment**

v Are there multiple methods/tools for assessing student outcomes? If there’s one, name it. If there are multiple, name them.

Methods/tools for assessing student outcomes: Students' category matrices: "Educators establish criteria for the quality of completed matrices" (Moreillon, 2011).
 * Students will produce exit slips to show their use of questioning to achieve comprehension (Moreillon, 2011). **

v Are there opportunities for learners to self assess? (AASL Strand #4: Self-Assessment Strategies) What are they?

These are from p. 16 of the Standards for the 21st-Century Learner in Action: (must add to citation list) **I think all of the self assessment standards are relevant for this assignment. The students are only going to be gathering a sample piece of the topic and will be able to take this assignment much further on their own if they so choose.** Identify own areas of interest (4.4.1) Recognize the limits of own personal knowledge (4.4.2) Recognize how to focus efforts in personal learning (4.4.3) Interpret new information based on cultural and social context (4.4.4) Develop personal criteria for gauging how effectively own ideas are expressed (4.4.5) Evaluate own ability to select resources that are engaging and appropriate for personal interests and needs (4.4.6) In the closure on Day 2 when students are counting their questions in each category, they are practicing "self-assessment." I think self-assessing needs to be more than assigning values on rubrics or checklists. For most of their lives, people self asess their progress/achievement in other ways.


 * · Standards**

Reading and/or writing Listening and speaking Other content areas Information literacy Educational technology

v What content-area standards are integrated into this lesson? List them. Use specific standards from state standards in Texas or the state you and your partner have negotiated.
 * Reading Concepts: Ask relevant questions in order to comprehend; locate facts in responce to questins about expository text. **
 * Science concepts: Communicate and apply scientific information extracted from various sources; know that scientific hypotheses are tentative and must be tested before they become theories. **

Note: These lesson plans were published before AASL’s Standards for the 21st Century Learner were available.

v Which AASL indicators align with this lesson? Give both the number and the description for each.

Agreed... and for your lesson, you may use the S4L or the ACRL standards: http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm
 * ** Develop and refine a range of questions to frame the search for new understanding. (1.1.3) **
 * **Display initiative and engagement by posing questions and investigating the answers beyond the collection of superficial facts. (1.2.1)**
 * **Organize knowledge so it is useful. (2.1.2)**
 * **Use technology and other information tools to analyze and organize information. (2.1.4)**
 * **Interpret new information based on cultural and social context. (4.4.4)**

Agreed.
 * Extension AASL Indicators **
 * **Use interaction with and feedback from teachers and peers to guide own inquiry process (1.4.2)**
 * Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. (3.1.1)
 * Use writing and speaking skills to communicate new understandings effectively. (3.1.3)
 * **Demonstrate motivation by seeking information to answer personal questions and interests, trying a variety of formats and genres, and displaying a willingness to go beyond academic requirements. (4.2.2)**

__** Implementation **__

Motivation Motivation is also known as “anticipatory set” in the Madeline Hunter, EEI lesson plan design.
 * · Process**

v. Will this invitation to learn be effective in capturing students’ interest? Why or why not? **I think the motivation will be effective, because the instructors are taking something from their personal lives (tv shows and internet) and turning it into an educational experience.** Agreed. I also think the trivia games, if assigned, will increase students' motivation to engage with the lesson.

v What are your ideas to increase student buy-in to this lesson? Give at least one. J une's ideas to increase student buy-in to this lesson: Students can empathize with someone being wrongly accused or a crime. Students get to play detective, like favorite (pop-culture) TV characters/shows (e.g., CSI). **Kirsten's idea to increase student buy-in to this lesson: I think extending the time of the lesson, even by one session, will allow the students to get more involved in the investigation process. I also think implementing some sort of electronic presentation may enhance the engagement with the lesson**. Agreed. (My thinking was to keep the focus in this lesson on questioning... When you extend to presenting, students will most likely be sharing "answers" rather than questions. However, you've made me think there is a way to model this and stay in the "questioning" strategy... Students could share their questions... rather than answers...)

Student-friendly Objectives

v Are these objectives at the instructional level of the targeted students? Give an example. Yes, appropriate to targeted students. Example: Categorize it on the graphic organizer **I believe that the pre-writing process and the objectives are suited for this age. The students at this high-school level, should be able to explain what they know and develop questions to further the investigation in this instance. These objectives are tools that will help them in their future education as they advance into the college level.** Agreed.

v Are there terms in these objectives that may need to be taught to students? Give an example. Graphic organizer *may* be a new term? **I think the student-friendly objectives are suited for this level and the terms are appropriate.** Agreed.

Presentation

v Describe the modeling aspect of this lesson. There is modeling of both the process (How to complete the KWLQ before, during, and after the reading) and the product (completed KWLQ). There is strong modeling of the intangible of "collaboration" between/among the teachers and teacher-librarian. Consider this: "One educator reads the first three sentences of 'Feline Witness'...; the other educator records 'before reading' questions in the appropriate cells on the category matrix" (Moreillon, 2011, p. 5 [handout provided]). This is one of the huge benefits of coteaching. Educators can model cooperative learning strategies... and students can actually see how it works when two proficient readers and thinkers work together.

v How are the benefits of two or more educators maximized in the presentation component? Students are the benefactors of this close collaboration between/among teachers and teacher-librarian. Students are not only given assistance on the assignment but are witnessing the model of adult collaboration. This, I think, is extremely valuable. **Both educators will be able to interact with the students and offer guidance to the discussion. They also are demonstrating how the collaboration piece works effectively by listening and questioning each other.** Agreed... and in my experience, it takes two to keep the students focused on asking questions... rather than answering them!

Student Participation Procedures or Student Practice Procedures

v Are the directions clear? Give an example. Directions are clear. "View the first slide, stop, and ask 'before' questions" (Moreillon, 2011, p. 6 [handout provided]). **The Student Practice Procedures allows for students to break down the process as a whole and only focus on one point at a time. Using action words such as discuss, record, categorize, and identify are simple ways to ensure that all students at this level are able to comprehend what is being asked of them.** This is called task analysis. This is important for educators to prepare in advance. It helps them identify areas of potential problems. Guided Practice

v How are the benefits of two or more educators maximized in the guided practice component? "Educators monitor students' discussions, questioning, and categorizing" (Moreillon, 2011, p. 6 [handout provided]).

Two (or more!) educators = two sets of hands, eyes, and ears! Two compatible and/or contrasting opinions. It's a good thing. **I think having two educators in this process may help encourage students to participate a little more. They may be able to ask questions to get the conversation rolling and let the students take it from there with the discussion, questions, and categorizing.** Agreed.

Closure

v Are students active in the closure component? What are students doing for closure? Yes, students are active in the closure. Students are reviewing their questions; students are counting numbers of questions about specific topics. **Students are engaged in a reflection period where they are able to freely discuss any further questions they had that they would like to clarify, and share their experiences in the lesson. They are going to be able to see how they were thinking when they first started the assignment and how their ideas/perspectives may have changed at the end of the lesson.** Educators often summarize for students rather than making time for students to review their learning. It is important we give them opportunities to practice metacognition.

Reflection

v How is the reflection component related to the learning objectives? Review Learning Objectives: 1. Pose questions before, during, and after reading a court case. 2. Categorize and record questions during, and after reading a court case. 3. Determine questions for further study.

MAPS TO OBJECTIVE #1: Students ponder: "How did asking questions before, during, and after reading keep us engaged with the text?" MAPS TO OBJECTIVE #2: "How did questions help us get a deeper meaning of these texts?" MAPS TO OBJECTIVE #3: "What can readers do with unanswered questions?" **The reflection process ensures that the objectives of the lesson have been met. Again, students will be able to see how their thinking has changed since completing the lesson. It gives the educators the opportunity to know if the objectives of the lesson kept the students engaged in the text and provides students with an avenue to research the unanswered questions that they are interested in knowing. Overall, the reflection is an important piece of the lesson.** Agreed **.**


 * · Extensions**

v What are your other ideas for extensions to this lesson? Describe at least one.

June's idea for extensions to this lesson: Create a script for a courtroom drama incorporating facets learned in this lesson. **Kirsten's idea for extensions to this lesson: Students may be able to make a digital presentation to present to the class, mapping out where the crimes were committed and the victims. Students may become more engaged when they are able to develop a closer understanding of the victims and the innocent people that paid for a crime they did not commit.**

As noted above... Brava for a thorough and thoughtful analysis. Thank you.


 * Remember: ** Extensions are further invitations to classroom-library collaboration. They are worth thinking about during the planning stage!

Works Cited Page


 * Individual Reflection – 20 Possible Points – See the Assignment Sheet: A. 3.2 for details. **