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Building to Learning: Guidance Document for Workshop Planning Template
Structure of the Session Length Guidelines
Workshop 1 hour Include pre-evaluation
Provide processing activity for every 15-minutes
What is purpose of the of content delivery
workshop? Model research-based instructional strategies
that participants need to use to effectively teach
What is the appropriate the Common Core Learning Standards.
workshop length to best Include post-evaluation
accomplish this purpose? Show online resources for additional information
Include time for participants to reflect on how workshop
content will impact classroom practices
Half Day
Full Day In addition to the above, consider ways to have
participants try out new learning in their
classrooms/schools and bring back samples to the next
session to examine/critique with colleagues.
Acquiring and Procedural Knowledge Declarative Knowledge –
Integrating Knowledge e.g., steps in process, skill demonstration e.g. definitions, concepts, information for recall
What are the goals for Key Planning Questions Key Planning Questions:
the workshop? What new
learning will participants Which skills and processes do How will participants experience the information?
acquire? participants really need to master? How will participants be aided in constructing
How will participants be aided in meaning?
constructing models? How will participants be aided in organizing the
How will participants be aided in shaping information?
the skill or process? How will participants be aided in storing the
How will participants be aided in information?
internalizing the skill or process?
Process for Acquiring and Integrating Process for Acquiring and Integrating Declarative
Procedural Knowledge with Links to Strategies: Knowledge with Links to Strategies:
Step 1: Model Construction Step 1: Construct Meaning – Link new knowledge to
Sample Strategies: old knowledge
SCBOCES Workshop Guidance 1 April 19, 2012
Analogizing Strategies:
Think-aloud modeling KWL
Flow charting Concept Formation (examples/ nonexamples)
Simultation Concept Attainment
Brainstorming
Step 2: Shaping Semantic webbing
Sample Strategies: Reciprocal teaching
Guided practice (Workshop leader works Card-Sorting/Concept Sort
slowly with participants at the conceptual level) Read-Write-Think – Literary Doodle
Step 3: Practice/Internalizing until can be
done with little conscious effort Step 2: Organizational Phase – Hone information
Sample Strategies: down to basic ingredients, identify important
Independent practice relationships between pieces of information, create
Precision practice – practicing with specific meaningful patterns
goals of speed and accuracy in mind Strategies:
Advance Organizers Providing questions to student
ahead of time
Physical and symbolic representations
Frayer Model
Graphic Organizers
Thinking Maps: Brace Map, Bubble Map, Circle Map,
Double Bubble, Multiflow, Tree Map
Using six organizational patterns to organize
information:
Descriptive patterns
sequence patterns
Process/Cause patterns
Problem/Solution Patterns
Generalization patterns
Concept patterns
Step 3: Store in Long Term Memory
Sample Strategies:
Imagery as an elaboration tool/link technique
Self-Correcting Puzzles
SCBOCES Workshop Guidance 2 April 19, 2012
Engaging Participants Sample Strategies for Extending and Refining Knowledge (with sample questions to cue specific types
Using Various of analytic thinking that have the power to change learners’ existing knowledge – ask before, during, and
Activities/Materials/ after the learning experience.
Extending and Refining
Knowledge Engaging in Discussion:
Cubing
How will participants Jigsaw
examine what is known Numbered Heads
at a deeper, more Think Dots
analytical level with Think-Pair-Share
attention to degree,
focus, and conscious Questioning:
use? Focus on the higher levels of the new Bloom’s Taxonomy and Webb’s Depth of Knowledge, as
represented in the Cognitive Rigor Matrix for ELA and the Cognitive Rigor Matrix for Math.
Introduce participants to the types of question below and have them construct and answer their own:
Comparing: Identifying and articulating similarities and differences between things.
How are these things alike?
How are they different? What particular characteristics are different?
Comparison tasks can be teacher-structured (teacher provides both the elements to be compared and the
characteristics on which they will be compared) or participant-structured)
Classifying: Grouping things into definable categories on the basis of their attributes.
Into what groups could you organize these things?
What are the rules for membership in each groups?
What are the defining characteristics of each group?
Classification tasks involve specifying certain aspects of the process and asking participants to complete
the others, sometimes created by teachers and sometimes by participants. One powerful type of task is
semantic feature analysis involving identifying categories and then elements that can be sorted into those
categories.
Inducing: Inferring unknown generalizations or principles from observation or analysis.
Based on the following facts (or observations). What can you conclude?
SCBOCES Workshop Guidance 3 April 19, 2012
How likely is it that _______ will occur?
Induction tasks involve drawing conclusions based on evidence. The core of induction as an extending
and refining activity is generating and verifying hypotheses. A powerful tool is the induction matrix –
content concepts head each row of the matrix and questions to be answered about each concept head
each column.
Deducing: Inferring unstated consequences and conditions from given principles and generalizations.
Based on the following generalization (or rule or principle), what predications can you make or what
conclusions can you draw that must be true?
If __________. Then what can you conclude must happen?
What are the conditions that make this condition inevitable?
Analyzing Errors: Identifying and articulating errors in your own or others’ thinking.
What are the errors in reasoning in this information?
How is this information misleading?
How could it be corrected or improved?
Constructing Support: Constructing a system of support or proof for an assertion.
What is an argument that would support the following claim?
What are some of the limitations of or assumptions underlying this argument?
What evidence from text, inquiry, student work, or experience supports the argument or assertion?
Abstracting: Identifying and articulating the underlying theme or general pattern of information.
What is a general pattern underlying this information?
To what other situations does this general pattern apply?
Analyzing Perspectives: Identifying and articulating personal perspectives about issues and the reason
behind that stance.
Why would someone consider this to be good (or bad or neutral)?
What is the reasoning behind their perspective?
What is an alternative perspective and what is the reasoning behind it?
Planning for Extending and Refining Meaning:
Step 1: What information will be extended and refined?
SCBOCES Workshop Guidance 4 April 19, 2012
Step 2: What activities will be used to help students extend and refine their knowledge?
Article Close and Critical Reading (see MC’s binder)
Cornell Notes
Questioning
Telegraphic Notes
Text Annotations
RAPQ
Reciprocal Teaching
*Depending upon the information conveyed in the article, strategies for Declarative and Procedural
Content (please see II above) may apply
Media Anticipation Guide
Power Point
Prezi *Depending upon the information conveyed in the media, strategies for Declarative and Procedural
Graphics Content (please see II above) may apply
Song
Video
Supporting Application, Google Docs Survey -- Create an online survey that requires participants to respond to questions about
Analysis, Synthesis,and the workshop content
Evaluation of Content Planning Templates
Protocol for Peer Review
Rubrics and Strong and Weak Examples for Review
Thinking Maps: Bridge Maps
Using Knowledge Planning for Using Knowledge Meaningfully:
Meaningfully
Step 1: What are the big issues that stand out in the content?
How will participants
apply their learning both Decision making:
during the workshop and --Is there an unresolved issue about who or what is the best?
in their own classrooms --Is there an unresolved issue about who or what has the most or least?
and schools?
Investigation
What opportunities will --Is there an unresolved issue about the defining characteristics or defining features of something?
participants have to try (Definitional)
SCBOCES Workshop Guidance 5 April 19, 2012
out their new learning, --Is there an unresolved issue about how or why something occurred? (Historical)
examine the results with --Is there an unresolved issue about what would happen if…..or what would have happened if….?
colleagues, and receive (Projective)
feedback about their
efforts? Experimental Inquiry
--Is there an unexplained phenomenon (physical or psychological) for which participants could
generate explanations that can be tested?
Problem Solving
--Is there a situation or process that has some major constraint or limiting condition?
--Is there s situation that could be better understood if constraints of limiting conditions were placed on
it?
Invention
--Is there a situation that can or should be improved on?
--Is there something that should be created?
Step 2: How many issues will be considered?
Step 3: Who will structure the tasks?
Step 4: What types of products will participants create/try out?
Step 5: To what extent will participants work in cooperative groups?
Abstracted from Marzano, R. J. (1992) A different kind of classroom: Teaching with Dimensions of Learning. Alexandria, VA: ASCD.
SCBOCES Workshop Guidance 6 April 19, 2012
