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Applying learning(near transfer)  using information in different situations. Using knowledge from a previous task to a new one. 

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Applying learning(near transfer)  using information in different situations. Using knowledge from a previous task to a new one. 

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You can assimilate the knowledge- knowing it well enough to do something with it.

Deep Consolidation
Jigsaw classroom-Think-Pair-Share

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The more we make learning automatic, the easier it is to devote cognitive resources to deeper tasks.

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The more we make learning automatic, the easier it is to devote cognitive resources to deeper tasks.

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What specific part of the text stood out to you? and why?

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What specific part of the text stood out to you? and why?

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Giving too much praise, reinforces a fixed mindset. (pg101) Don't dilute feedback with praise.

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Utilizing Extra practice MathXL to do peer tutoring.

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"In the hands of an effective teacher, visible teaching and learning center our practice."

We need to help them get to a deeper understanding so that they are able to make a transfer

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Teaching students to transform conceptual knowledge.
-Using math concepts and explaining that they will go in their toolbox to use later. Teaching them to pull those tools out later.

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Based on the reading of this chapter and PLC discussion, how can you implement a new strategy or adapt a previously used strategy to elicit positive outcomes for students?

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Based on the reading of this chapter and PLC discussion, how can you implement a new strategy or adapt a previously used strategy to elicit positive outcomes for students?

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Can't find relevancy or meaning in the learning.
No life experiences
Not developmentally appropriate
No background knowledge
Motivation

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Describe factors that can limit transfer.

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Describe factors that can limit transfer.

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Consider learning experiences involving near and far transfer. Also consider instructional techniques involving low-road hugging and high-road bridging. How can student's progression alone the continuum of near to far transfer of learning be influence and supported by instructional decision-making? What would this level of engagement in learning and teaching processes look like in the classroom? 

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Consider learning experiences involving near and far transfer. Also consider instructional techniques involving low-road hugging and high-road bridging. How can student's progression alone the continuum of near to far transfer of learning be influence and supported by instructional decision-making? What would this level of engagement in learning and teaching processes look like in the classroom? 

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See image below

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As teachers, how can we know that learners have met designated learning goals?

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As teachers, how can we know that learners have met designated learning goals?

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Reflective Exit Tickets

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Rubrics
Assessment
Discussions
Metacognition

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When students are able to apply what they have learned to a concept without being directed.

Metacognitive thinking

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They can teach it to someone else, they can apply it in other situations, and through assessments. 

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They can teach it to someone else, they can apply it in other situations, and through assessments. 

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How can learners know for themselves that they have met learning goals within these quadrants?

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How can learners know for themselves that they have met learning goals within these quadrants?

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Rubrics
Metacognition

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Rubrics for self grading

Test Autopsies

Immediate Feedback

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Learners will be comfortable with daily assignments by having strong surface level knowledge and being able to apply basic skills to more rigorous  tasks.   

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Learners will be comfortable with daily assignments by having strong surface level knowledge and being able to apply basic skills to more rigorous  tasks.   

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Based on reading of this chapter and PLC discussion, how can you implement a new strateg

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Based on reading of this chapter and PLC discussion, how can you implement a new strateg

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What are the differences between surface learning and deep learning?

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What are the differences between surface learning and deep learning?

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- Surface learning is a basic concept and Deep learning is an interaction with the content and ideas.

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Describe the role of surface learning in the transitions to deep learning.

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Describe the role of surface learning in the transitions to deep learning.

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Consider deep acquisition and deep consolidation. What are the goals of these phases of learning? what would these phases of learning look like int he classroom?

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Consider deep acquisition and deep consolidation. What are the goals of these phases of learning? what would these phases of learning look like int he classroom?

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More intentional and quality exit tickets.

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Practicing multiplication facts. Low-road hugging
Using multiplication facts in application to equivalent fraction high-road bridging.