HELPING STUDENTS REVISE KNOWLEDGE - PowerPoint Presentation

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HELPING STUDENTS REVISE KNOWLEDGE

MARZANO’S SUPER 7

ELEMENT 20

*Review IS NOT Revision*Slide2

Revising knowledge to help students examine their own deeper understanding of critical content and essential learning is a very important step in the learning process for all learners in all contexts.

Revising asks: Based on what I just learned, what do I know now?

PURPOSESlide3

Student revision should not occur in isolation.

O

ccurs with the student dominated elements of Design Question 2—processing, elaborating, recording, and reflecting.

Revision also connects different chunks of content.

Prepares students for more complex tasks required to meet the rigor of the standards being taught.A critical bridge between different chunks of new knowledge gained as well as to more complex tasks.

CONNECTIONS TO OTHER ELEMENTSSlide4

Focus—The teacher engages students in revision of previous knowledge about content addressed in previous lessons.

Asks students to examine previous entries in their academic notebooks or notes

Engages the whole class in an examination of how the current lesson changed perceptions and understandings of previous content

Has students explain how their understanding has changed

TEACHER EVIDENCESlide5

Make connections to information previously recorded about content

When asked, can explain previous errors or misconceptions they had about content

STUDENT EVIDENCESlide6

Review/revisit prior understanding of content

Identify and correct mistakes or misconceptions

Self identify gaps in knowledge and fill in those gaps

Decide where to amend the learning

Explain the reason for the revision to the learning

HOW TO TEACH STUDENTS TO REVISE THEIR LEARNINGSlide7

Sentence Starters—I just learned that…; I changed my thinking about…; I used to think ___, but now I think…

Graphic Organizers with Revision Structures

—Left side “I knew this”; based on new learning, Right side “I now know”

Cornell Notes

Academic (Interactive) Notebooks—students revise previous learning & build their new learning towards meeting the rigor of the standard(s); revision becomes a normal routine in the learning cycle Peer Reviews

—utilizing a rubric, peers can provide safe feedback to each other with the follow-up opportunity for the student to revise the product/learning/thinking

STRATEGIES FOR IMPLEMENTATIONSlide8

Open ended follow-up questions

—asking deeper thinking questions that goes beyond what was explicitly taught and/or make connections to previous learning with the unit of instruction

Using visual/pictorial structures

—having students add on to a complex visual representation of content over time as new learning is incorporated into previous learning

Homework/classwork Revision—during a review of homework/classwork, allow students to make changes to their work prior to submission. This can be done in a different color ink to allow the teacher to see the initial misconceptions as well as the revision to a student’s learning.

STRATEGIES FOR IMPLEMENTATION (cont’d)Slide9

Write the term given to your group by the

facilitator,

nice and BIG, in the center of your large poster paperEach group member should have their own

marker/pen

and some post-itsYou will have 1 minute to silently brainstorm as many words and phrases that are related to the key term as possible

Write them on the post-its and place on the paper

MIND MAPPING ACTIVITY

*WORD ASSOCIATION*Slide10
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Rotate to the next table and continue the process

Don’t read what others have written!

Think for yourself and fill the paper with as many post-its as possible

WHEN TIME IS CALLED…Slide12

MAKE A COMPLETE ROTATION

VISIT EACH TABLE!Slide13

RETURN TO YOUR ORIGINAL SPOTSlide14

Clear all post-its from the paper

Categorize the thoughts

ORGANIZE THE IDEASSlide15

Cluster the post-its back on the paper in a way that makes sense to your group

Draw a shape (circle, square, etc.) around each cluster as a barrier; try to use a different color for each cluster

Devise a category title for each cluster and clearly label each with the new title

REARRANGE POST-ITSSlide16

Begin with a central image of 3 or more colors

Make the lines connecting to center image thicker and curved, like the branch of a tree

For the lines connected to central image, use only one key word per branch (these are your categories)

PRINT all words

Make line length equal to word length

Try to have an image for each branch

(category)

Keep your paper placed horizontally before you; there should be no turning of the paper to read the completed map

THE RULESSlide17
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SHARE

YOUR

MAPS