BCAMT - Peter Liljedahl - BTC: Closing the Lesson

 BTC: Closing the Lesson

Consolidating a Lesson

• Have a conversation
• Teacher scribe
• "I've put up three questions from today's lesson, but I may have put them up in the wrong order. What should the order be and why? Turn and talk."
  
  
  
  

  Once they've decided and shared, do the questions together. You are scribing, not instructing. 
  
  
• This is the first opportunity for students to notice and name the variation. They get the questions one at a time, so don't really have time to compare and contrast during the lesson. 
• [Guided] Gallery walk -- only relevant for a divergent task (every group does it differently and now we can look at all of those different options for solving)

Do/Give Some Notes

• Not everyone wants students to have notes to look back on -- linear progression from K to 12
• Notes help PARENTS see what's going on in the classroom. 
• Because of this, we've become way too obsessed with note HAVING, leading to becoming too obsessed with note TAKING
• Writing notes needs to be learning and consolidating, requiring students to be cognitively present. It's the decision-making process that creates meaning. 
• Need to shift to note MAKING
• "I write, you write" flattens students' ability to discern what is important. 
• Constraints can be liberating:
• Write whatever you want, but only a quarter of a page
• Can give headings to signal to students what might be important to talk about. 
• Cornell Notes
• Best way to do notes (as on now)
• 4 quadrants -- 3 examples, things to remember
  
  
  
  
• Example 1: Fill-in the blank - mild
  Example 2: Give the question - medium
  Example 3: Create your own adventure - spicy (with some parameters)
• Happens IN GROUPS, AT WHITEBOARDS
• Teachers can take a picture, put into group folder or take one or two. 
• OR after they've done it on the boards, they can sit down to do it on their own on paper

Homework (CYU Q's)

• Mild, medium, spicy (spicy can keep getting spicier, but not new categories)
• Working alone, together
• 3 rules:
• You'll do your own (You will do some.)
• They won't do it? Gradual intervention:
  Are you having trouble choosing what to do? Here, let me write one out for you? Why don't you start with the second one? 
• Choose where you want to start, choose where you want to go
• After you've done some, check your answers with the people around you and see if you're getting the same answers. If you're not, get help. If you need help, get help!
• Mastery Experience:
• Ingredients:
• Have to have success. Comes from WB experiences, but also comes from choice. Students can choose where to start to be successful. 
• Challenge. Comes from the fact that these are levelled tasks. Can always move up, do more, try more. 
• Has to be intrinsic. Never collected, never graded, never turned in.