ARC Notes Frame Intro
oductions, no
orms & obje
ectives Com
mmon Core o
of Teaching Defin
nition of Diffferentiation Environment, En
ngagement &
& Com
mmitment to Learning: Positive llearning envvironment Developm
mentally‐app
propriate standard
ds of behavio
or Routiness and transitiions Learrning Targetts Mindset Artile & RI9‐10.8 Jig‐Saw Activity Argument/Claims Evaluate argument Rate your level of understanding: Process Check: Where are you? Principles of differentiation Mindset and the connection to CCT Domain 1 Learning targets Jig Saw discussion protocol Planning for Active Learning: Planning for Misconceptions Level of Challenge Literacy Strategies Gradual Release Discourse Fallacious Reasoning Webb’s Depth of Knowledge How will knowledge of Webb’s Depth of Knowledge, or Karin Hess’s Cognitive Rigor Matrix help teachers create lesson plans that will • Address students’ Level of Challenge? • Plan for misconceptions • Construct multiple ways of addressing those misconceptions in advance? Accessing Difficult Text: What do “good” readers do? How did you access the difficult text? Literacy Comprehension Strategies Scaffolding Questions Using Gradual Release Monitoring Questioning Visualizing/Imagery Determining importance Making connections/Schema Inferring Predicting Synthesizing Stage of Gradual Release Model Guided Instruction Ideas for Scaffolding Guided Instruction Collaboration/Cooperation Independent Practice Process Check: How can we use the gradual release of responsibility strategy to help students access complex texts? Cooperative Learning & Discourse P I E S Discussion Protocols Handout Cubing Strategy Process Check: How can you generalize one of the methods of promoting student discourse into your content area and plan for meeting the needs of all learners? Activating Prior Knowledge KEL Chart KNL Question: Category What we KNOW What we EXPECT to find out What we LEARNED When criminal behavior can be explained by a medical condition, how should the criminal justice system respond? Response Guide—Image  Briefly describe the image  What does it remind you of  Speculate what the image is and how it is connected to the lesson Question of the Day ABC Brainstorm Exclusion Brainstorm A C E G I K M O Q S U W Y B D F H J L N P R T V X Z Comparison/Contrast Metaphor Synthesizing Statement
V O C A B Frayer Model Vocabulary Map Checking for Understanding Summative vs. Formative Checking for Understanding/ Activating Prior Knowledge Review Performance Tasks Strategy APK CFU KNL/KWL KEL Chart Response Guide; Audio & Visual ABC Brainstorm Exclusion Brainstorm Comparison/Contrast Metaphor Frayer Model Vocabulary Map Discussion Protocols VOCAB G R A S P S Instruction for Active Learning: Presents clear learning expectations and purpose for instruction Includes multiple literacy strategies and explicit instruction in vocabulary Employs strategies, tasks, and questions engage students to develop new meaning Promotes student ownership Choice Flexible groups Research‐based Learning Activities R A F T Dinner Menu (Appetizer) Entre or Main Dish Side Dish Dessert Think‐Tac‐Toe Final Process Check! Put it all together: Proactive Planning Process Environment, Planning, Instruction, Assessment 10 Curricular Components