https://padlet.com/don_leblanc/rn03f7o1h7fo Chapter II en-us 2017-12-07 19:42:33 UTC 2017-12-07 21:56:49 UTC hello@padlet.com chris_snyder https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341595 pg. 20]]> 2017-12-07 21:40:37 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341595 joni_manning https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341636 Think alouds: 
*Keep the focus of the think aloud brief
*Pay attention to your own thinking
*Find your authentic voice-"I" instead of "you"]]> 2017-12-07 21:40:54 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341636 kara_stalder https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341667 2017-12-07 21:41:00 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341667 https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341681 Pg 25]]> 2017-12-07 21:41:07 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341681 tracy_jarrett https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341716 The second key feature is modeling (instructional move used during a cognitive process) or demonstrating (what teacher does).
*Verbal and visual elements reinforce the task
Step 1 - Name the strategy, skill, or task - using specific language (Vocabulary).  ]]> 2017-12-07 21:41:17 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341716 amanda_clark8 https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341726 2017-12-07 21:41:20 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341726 sandy_breazeale https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341730 Modeling is not just "showing", it's designed to provide a narrative for the student to follow.
2. State the purpose of the strategy,
    skill, or task.
3. Explain when the strategy or skill
    is used.
4. Use analogies  to link prior 
     knowledge.
5. Demonstrate how the skill, 
    strategy, or task is completed.
6. Alert learners about errors to 
    avoid.
7. Assess the use of the skill.

]]> 2017-12-07 21:41:22 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341730 carrie_arnold https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341735 2017-12-07 21:41:22 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341735 amanda_reynolds3 https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341759 The teacher bares the cognitive load and the students listen to their thinking.

Gives an example of a science teacher thinking through understanding a vocabulary word.]]> 2017-12-07 21:41:29 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341759 victoria_hatfield https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341770 Noticing:  The 4th key feature of focused instruction.
Notice what the kids do with the new learning and make decisions about what to do next.    Noticing is not evaluating. It allows for scaffolding of instruction.]]> 2017-12-07 21:41:32 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341770 stephanie_nudd https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341806 The goal during a think-aloud is to make sure to use "I" statements while you are making decisions, showing skills, problem solving, and evaluate

]]> 2017-12-07 21:41:40 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341806 lottie_schnicker https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341908 2017-12-07 21:42:07 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341908 breanne_hagerman https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341933 Demonstrations are appropriate for tasks that involve movement, coordination, or any complex physical component.]]> 2017-12-07 21:42:15 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341933 katie_townsend1 https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341970 The teacher thinks aloud so that the students can witness the thinking process used to understand the concept or master the skill.]]> 2017-12-07 21:42:24 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214341970 caitlyn_lopez https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214342142 Teachers are more like facilitators.

]]> 2017-12-07 21:43:10 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214342142 breanne_hagerman https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214342317 Students are not just being taught how to do something; they are being primed to analyze the success of their use of what they are learning.]]> 2017-12-07 21:43:57 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214342317 https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214342659 2017-12-07 21:45:47 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214342659 https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214342706 phases of instruction must be accompanied by ways of checking for understanding.  Good ways are for students to work as partners and discuss what they have learned, making summaries together.

]]> 2017-12-07 21:45:58 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214342706 angie_lanphier https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214342980 Make it authentic helping them to think like the expert. Label the skills that are being taught and demonstrate what it looks like.]]> 2017-12-07 21:47:22 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214342980 heather_duncan https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214343916 2017-12-07 21:52:05 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214343916 https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214343960 *Establishing  a clear learning target and letting students know what is expected of them and how it will be achieved builds incremental success and motivates students to continue their pursuit of success.]]> 2017-12-07 21:52:20 UTC https://padlet.com/don_leblanc/rn03f7o1h7fo/wish/214343960