Chapter Two: we move along as it gets dark outside

Critical input experiences:
The teacher identifying that something new is coming and it is important.
previewing: refers to any activity that starts the student thinking about upcoming content. Today Cindy talked about Splenda. What do you think would happen if we took the sugar out and put in Splenda. It gets them thinking about somethings that is upcoming.

Chunking! says Cindy...is important. Practice teaching in small steps. Too much information swamps our working memory (direct quote from Marzano).

Using many different things, a set of interacting strategies, Macrostrategies, is useful.
summarizing and note taking, etc.

Memorizing strategies, (barbara cringes) but Cindy says that pg. 37, these strategies involve higher level thought processes and should help the recall of info.

Questioning - requires elaboration - fat substitutes - how did this make this healthier?

Reflection - students review critical input experiences,,,which really means identify things that confuse them, preconceptions were accurate or not, and then learn from that.

Co-operative learning is Cindy's favorite - because it allows you to look at multiple perspectives.

The chapter repeats but gives more detail. Use a rubric each goal. What do you think you know?

Cindy offers page 42, teacher summary...can offer "this is what we will be reading about".

skimming - teacher prepared notes. Teacher prepares an outline of what is coming up. We do this in public folders, Dean noted. 6:57 PM Barbara yawns. (only kidding)!

Interacting in groups provides students with multiple reference points...Dean says we do that all the time in labs.

Cindy says "this is all stuff that we can use immediately on a daily basis!"

Cindy continues about "chunking" pg 47, different ways to chunk: reciprocal teaching - students read, predict summarize and coming up with questions for group discussion.

Jigsaw - students read about different topics, become experts on them, and then share them with everybody else.

Concept Atainment- compare and contrast. this leads them to a conclusion.

Action Step 5

Ask questions to elaborate on information learned. Inferential questions. Use of background knowledge to fill in information. the ability to show use of logic
elaborate information for questions - why do you know that is healthier? tell me why do you think that is so?

page 51 Action step 6. Non linguistic interpretation...based on their mental images. Note and note taking, graphic organizers (:)) dramatic enactments
mnemonic devices - creating a mental picture
Using signs and symbols such as :one is a bun...etc.

Academic notebooks notes and graphic notebooks together as they learn more and different things

Step 7
Students reflect on their learning. what was right what was wrong what could use improvement