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CRT explains that strong engagement is needed in order for students to process information from a text as suggested by the new curriculum.

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Input-Elaboration-Application

Taking this approach with any new content, especially vocabulary

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IM provides opportunities to review content during its synthesis.

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This curriculum builds students to be independent learners by truncating the work & making them independent learners.

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This curriculum builds students to be independent learners by truncating the work & making them independent learners.

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Vertical boards for cooperation & problem solving.

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Vertical boards for cooperation & problem solving.

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Building on a graphic organizer. Students will begin to see it as a tool that can support the work they are doing versus a compliance activity.

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Two instructional practices I will use are "Story-ify and metaphors/ analogies.

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I liked the idea of the Chunk and Chew: I plan to use the question "what was the muddiest point you are trying to make sense of?"

I also liked the idea of using games to keep students engaged like Jeopardy or a Kahoot.

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Select specific songs to be music cues for specific routines and protocols

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Give my students break time to process new information they just heard. Give my students structured talk time to engage in conversations around what they just learned.

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1) More RIPP practice using Respond to Text prompts to read-alouds.

2) More "quiet" for processing i.e. 5 minutes of independent work BEFORE sharing with a partner (as opposed to jumping right into "partnering")

3) Continued use of music, movement, metaphor and storytelling as methods of strengthening "information processing."

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Giving the class more time to think independently about what they have learned before answering a question.

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Build stronger math academic vocabulary by creating a more creative way of remembering.

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Build stronger math academic vocabulary by creating a more creative way of remembering.

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EL curriculum uses graphic organizers throughout the lesson. Students keep returning to it.

EL promotes think time and routines.

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Is there time to incorporate the "chew" into our lessons? 

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Is there time to incorporate the "chew" into our lessons? 

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I have questions around scaffolding. I wonder how much scaffolding is the right amount?

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ignite-chunk-chew- review

Reflecting on how to teach my lessons using these approaches

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Music is or can be a strong focus tool. It can encourage new creative ideas.

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creating pictures, visuals, to process information

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creating pictures, visuals, to process information

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Student brains seem to have even less attention spans, what to do? 

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Student brains seem to have even less attention spans, what to do? 

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Creating real world connections is vital to supporting the application of knowledge. However, it's challenging to keep up the content students are consuming to make information relevant.

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Songs for as a hook and to help students pay attention.

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Mental breaks/ chew on it

Music/ Oral tradition.

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How to incorporate projects, when we are pressed for time?

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Lessons are built on the chunk, chew, and review. Students are introduced to a problem (chunk), work in groups to solve the problem (chew) and then we discuss and synthesize the lesson (review).

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Culturally oriented information processing methods to build independent learning... eg sorting and games to help commit new vocab to long term memory

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1) "...close reading of complex texts" (p. 123) -- our EL texts are complex (sometimes above grade level...)

2) "...by helping them learn to process texts using cognitive strategies." (exposure to/practice with different reading strategies rather than focusing purely on content memorization...a challenge)

3) "...the ability to process information effectively can offset other disadvantages (lack of access to background-building experiences)"...a good goal to keep in mind (while also aiming to create more background building via things like field trips)

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The reading uses more ELA based examples and strategies as opposed to math. I need more elaboration on how to apply this to math.

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How to best isolate/identify the ELA and math tasks that best reinforce "information processing?" (most bang for the buck?)